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Lesson Plan: ''Do The Right Thing''

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24 views5 pages

Lesson Plan: ''Do The Right Thing''

Uploaded by

nata
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LESSON PLAN

TEACHER: Serban Ioana


SCHOOL: Scoala Gimnaziala Nr.1-Firtanesti: Scoala Gimnaziala Viile
DATE: March 27 th , 2019
FORM/LEVEL: 7 th form, 7 th year of study, intermediate
NUMBER OF STUDENTS:11 students
TEXTBOOK: High Flyer Intermediate -Longman
TIME: 50 min
UNIT/LESSON: 19 / ’’Do the right thing’’
LESSON TOPIC: talking about doing what is advisable in a certain situation
TYPE OF LESSON: Acquisition of new knowledge
VOCABULARY:conneted with a football dispute
GRAMMAR: ought to and should have done
SPECIAL COMPETENCES: 1.3 Identifying, retrieving and understanding the specific information in an audited message on topics
of interest;
2.3 Expressing an opinion / point of view on a familiar subject;
3.3 Extracting detailed information from a read text to perform a task

OBJECTIVES/LESSON AIMS: by the end of the lesson, the students will be able to:
 A. Cognitive Objectives : read an article and answer some questions in pairs,comparing their answers ;
: skim and scan the text for general idea and for specific information;
: fill in a text with the newly acquired vocabulary;
: rephrase some sentences, using the present or past form of should and ought to;
B. Affective Objectives : a. to create a warm atmosphere for study ;
b. to give students an active role in the process of teaching / learning ;
c. to help students enjoy speaking a foreign language ;
d. to make students confident when speaking English
SKILLS: listening, speaking, reading, writing, scanning and skimming a text
INTERACTION: T-Ss, S-S, Ss-Ss, PW, GW, IW
TEACHING TECHNIQUES: brainstorming, conversation, dialogues, filling exercises, descriptions,scanning and skimming a
text,asking/answering to questions based on pictures,’’Think-Work in pairs- Communicate’’
METHODS OF TEACHING: Communicative Approach, Grammar Translation
TEACHING AIDS: textbook, blackboard, notebooks,flipchart, dictionary, coloured pieces of chalk
ASSUMPTIONS: I assume that students are familiar with some topics and that they are eager to find out more details.
ANTICIPATED PROBLEMS: Students may be noisy when working in pairs/groups. Taking into account that 3-4 students have a
poor level of knowledge and their motivation is rather low, I expect that a part of them might not
participate in the teaching/learning process as I would like them to.
ASSESSMENT: formative, oral, homework, systematic observation
BIBLIOGRAPHY: - official: The Curriculum for Secondary Education
- methodical: Harmer, Jeremy :’’The Practice of English Language Teaching’’, Longman,UK,1991
: Vizental,Adriana:’’Metodica predarii limbii engleze’’, Editura Polirom, 2008
- textbook: High Flyer Intermediate -Longman
- different Internet sites

Stages of lesson activities

Warmer
Aims: to check attendance and make sure the conditions are proper to start the lesson
: to check accomplishment of the previously taught items
: to review and consolidate Ss’ knowledge on the content previously learnt

PROCEDURE INTERACTION TIMING

T greets class and marks the absent Ss, if any. T - Ss 5 minutes


T checks homework orally, encouraging Ss to make corrections by S-Ss
themselves.If necessary, T will write the difficult part of the exercises on Ss-T
the BB,discussing it with the Ss.
Lead – in
Aims: to make Ss aware of the items they will learn
: to introduce the new topic- vocabulary connected with a football dispute

PROCEDURE INTERACTION TIMING

T asks Ss to take a look at the photo in the textbook and to describe T – Ss 5 minutes
Anthony Simms, and Mrs. Wilson in terms of age and appearance.Ss look S-T
at the photo, discuss with their deskmate and try to predict what they will PW
read about.

Presentation
Aims: to give Ss reading practice and determine them to ‘’inhabit’’ the text

: to provide the context for the speaking and writing activity

: to raise expectations and create involvement in the speaking / writing task

PROCEDURE INTERACTION TIMING

T – Ss 10 minutes
T asks 7 Ss to read the text. Then, Ss will have to skim for the main ideas IW
and to scan for specific pieces of information. With the T’s help,they will PW
have to put down the new words in their notebooks.Ss do orally Exercise S-T
3 (reading comprehension).
Practice
Aims : to activate Ss and make them cooperate with the T and with their peers
: to give Ss a chance to express their feelings about the text
: to check the general understanding of the text

PROCEDURE INTERACTION TIMING


T asks Ss to do Exercise 1 and 2, page 78. Ss have to work in pairs, T – Ss 10 minutes
answering some questions about the text and comparing their answers. S-S
Then, they will put in practice the new lexis by doing Exercise 5 – filling IW
in some blanks with some given words. S-T

Presentation and Practice

Aims: to review and consolidate Ss’ knowledge on modal verbs: should and ought to (present or past form)

: to talk about actions which are advisable or inadvisable in the present/future and past.

PROCEDURE INTERACTION TIMING


T explains to Ss some grammar structures they have come across in the T – Ss 5 minutes
text: ought to and should have done. T provides some examples from the S-T
text, discussing them with the Ss. They are asked to provide their own
examples of advisable actions in the present or in the past:
e.g. : I should study harder in order to learn French.
I should have studied harder for the exam last week. – it was
advisable but I didn’t do it, so I got a poor mark
Review and follow-up:

Aims: to give Ss further practice

: to review and consolidate Ss’ knowledge of the grammar and vocabulary items being taught

PROCEDURE INTERACTION TIMING


T asks Ss to do Exercise 6 on page 79. Ss will have to rephrase the S–S 10 minutes
sentences ,using the present or past form of should or ought to.If there Ss-T
are any mistakes, the other Ss or the T will correct them.

Ending the lesson :

Aim: to motivate Ss and allow them to express their feelings freely

PROCEDURE INTERACTION TIMING


T asks Ss to share how they felt during the lesson.T sets homework for T – Ss 5 minutes
the next time ( Exercise 1/page 100),gives 3-4 marks,praises all the Ss
and dismisses the class.

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