Scorţeni School
LESSON PLAN
Name: Danciu Raluca – Ioana
Date: the 31st of March 2008
Level: Intermediate
Number of students: 23
Class: VIIth grade
Topic: Reported questions
Content: - grammar structures
- lexical structures
Time: 50’
Aims:
1. to pre-teach useful vocabulary or structures that the learners are likely
to need;
2. to enrich Ss’ vocabulary;
3. to encourage free conversation and develop fluency;
4. to encourage Ss to come up with their own arguments and examples;
5. to help the Ss find out more information about New Zealand;
6. to listen for specific information;
7. to listen for gist;
8. to use various grammar structures and a variety of vocabulary;
9. to activate Ss’ imagination;
10.to practice asking and answering questions;
11.to provide written practice;
12.to develop Ss’ communicative competence by using proper lexic and
grammar structures;
13.to reinforce Ss’ confidence in their ability to use the English language;
14.to stir Ss’ interest;
15.to encourage Ss to report sentences and questions;
16.to provide Ss with bits of informations on different topics;
Skills: Reading, Writing, Listening, Speaking
Assumptions:
1. T may translate certain tasks into Romanian in order to assure that
every S has undorstood what he/she has to do.
2. When asked to write the dialogue between Adam and the customs
officer, T may explain Ss that the Past Simple Tense in the text
corresponds to Present Simple Tense in Direct Speech.
Activities: - dialogue;
- pair work;
- individual work;
- written assignment.
Aids: - blackboard;
- tape;
- tape-recorder;
- worksheets
PROCEDURE
WARMING UP CLASS (2’)
Skills: Listening, Speaking
Interaction: T-Ss, S-S
Activities: dialogue
Aims:
to pre-teach useful vocabulary or structures that the learners are likely
to need;
to enrich Ss’ vocabulary;
to practice dialogue ;
to reinforce Ss’ confidence in their ability to use the English language
Procedure:
T greets class;
T inquires about Ss’ mood;
T checks attendance;
T asks about homework (Ss have been assigned to read the two texts from
their Student’s Book – page 58 – and pay attention to the way the
questions in the first text have been reported in the second text).
ACTIVITY 1 (LEAD-IN) (3’) – PRE-LISTENING
Skills: Speaking, Reading, Listening
Interaction: T-Ss, T-S, S-T, S-S
Activities: dialogue, pair work
Aims:
to encourage free conversation and develop fluency;
to pre-teach useful vocabulary or structures that the learners are likely to
need;
to enrich Ss’ vocabulary;
to help the Ss find out more information about New Zealand;
to practice asking and answering questions;
to develop Ss’ communicative competence by using proper lexic and
grammar structures;
to reinforce Ss’ confidence in their ability to use the English language;
to stir Ss’ interest;
to provide Ss with bits of informations on different topics.
Procedure:
T gives worksheets to the Ss and announces them that they are going to
talk about New Zealand. T asks Ss what they know about this country.
T asks the Ss to take a look at the sentences from exercise 1 and discuss
in pairs which are the two false statements. They have 2 minutes to
accomplish this activity. After they have finished, T and Ss discuss and
decide upon the false statements.
ACTIVITY 2 (20’) - LISTENING
Skills: Speaking, Listening, Reading, Writing
Interaction: T-Ss, Ss-T, T-S, S-T, S-S
Activities: dialogue, pair work, written assignment
Aims:
to listen for specific information;
to listen for gist;
to enrich Ss’ vocabulary;
to encourage free conversation and develop fluency;
to help the Ss find out more information about New Zealand;
to develop Ss’ communicative competence by using proper lexic
and grammar structures;
to reinforce Ss’ confidence in their ability to use the English
language;
Procedure:
T tells Ss that they are going to listen to a boy – Adam - who is sending
letters from New Zealand to his mother and his friends too. Ss are asked
to read through the options from exercise 2. If necessary, T goes over the
new words. At the same time, T gives Ss a piece of paper containing the
tapescript and explains to the Ss that, while listening to the tape, they may
follow in their tapescript paper. This is also a pair work activity.
T plays the recording. After each letter T stops the recording and allows
the Ss to circle the right answer. T checks the answers.
T asks Ss to look at the next page and match the things Adam wrote about
with the adjectives. If necessary, T plays the recording again.
ACTIVITY 3 (15’) – POST-LISTENING
Skills: Reading, Writing, Speaking, Listening
Interaction: T-Ss, T-S, S-T, S-S
Activities: dialogue, written assignment, pair work
Aims:
to enrich Ss’ vocabulary;
to encourage free conversation and develop fluency;
to use various grammar structures and a variety of vocabulary;
to provide written practice;
to reinforce Ss’ confidence in their ability to use the English
language;
to develop Ss’ communicative competence by using proper lexic
and grammar structures;
to encourage Ss to report sentences and questions;
Procedure:
T explains the Ss that, at exercise 4 they have a text taken from the first
letter where Adam tells his mother what he had to do when he arrived on
the South Island of Christchurch. T explains the Ss that they have to write
the conversation between Adam and the Customs officer. Before they
begin, T explains that they have to use a different tense as well as
quotation marks. Ss work their task in pairs, for 5 minutes. T check the
answers.
T explains the Ss that exercise 5 focuses on a different type of
transformation: from Indirect Speech to Direct Speech. They have been
given a few sentences in speech bubbles and they have to transform them
into a narrative, using either say or tell. Ss will work in pairs and they
have 7 minutes for this task. When they have finished, T checks the
answers which will be written on the blackboard, if needed.
ACTIVITY 4 (10’)
Skills: Reading, Writing, Speaking, Listening
Interaction: T-Ss, S-S, S-T, S-Ss
Activities: dialogue, pair work, written assignment
Aims:
to use various grammar structures and a variety of vocabulary;
to develop Ss’ communicative competence by using proper lexic
and grammar structures;
to provide written practice;
to activate Ss’ imagination;
to encourage Ss to report sentences and questions;
to stir Ss’ interest;
to reinforce Ss’ confidence in their ability to use the English
language;
to encourage free conversation and develop fluency;
Procedure:
T tells Ss to close their eyes and imagine that it is one late afternoon and it
is just getting dark. Suddenly a group of aliens appears in front of them.
The aliens speak in code. Strangely they can understand the aliens but
their friends can’t.
Then T gives Ss worksheets with alien code and explains to them that
each sign correspons to a letter.
T tells the Ss to imagine that the next day the newspapers want to hear all
about it and they will have to tell the newspapers what the aliens have
said. They will work in groups of four in order to decode the messages.
They have 5 minutes for this task.
HOMEWORK (Writing)
At home, Ss have to imagine that they are alien visitors to the planet earth
and write their questions in alien code. Then, they will have to exchange papers
with their deskmate last, to decode their partner’s questions and report them
back to the class.
