LESSON PLAN

BACKGROUND INFORMATION

School: Colegiul Tehnic ”Independența”, Sibiu

Teacher: Răzvan Molea

Date: the…………………., 2018

Class: XI

Time: 50’

Topic /Title: What makes us tick

Lesson aims: By the end of the lesson, the students will be better able to:
 A1: give examples of words and phrases associated with a given topic (i.e. ‘the cycle of life’) from visually
supported material;
 A2: identify relevant information from complex oral discourse (indirect resources – loud speakers);
 A3: discuss a given topic, defending their opinion (e.g. which factors improve the quality of life?);
 A4: explain, elaborate and defend personal opinions;
 A5: learn the difference between adjectives with -ed and -ing endings;
 A5 (2): practice…
 A6: find information withing a text that confirms previous predictions;
 A7: identify specific details within a text;

Teaching techniques: elicitation, conversation, explanation

Resources/Materials: black/white board, textbook, a series of pictures

 ACTIVITIES AND PROCEDURES
Stage Procedure
(What the teacher does)
1. Greeting the The teacher greets the
class class and starts checking
the attendance
2. Lead-in The T gives the SS
numbers, each number
existing twice (1 A, 1B),
in order to pair them up at
random.
The T hands out
worksheets with character
adjectives, reads the
introduction and asks the
SS to work on their own
first, deciding on 8
adjectives in the first box
that describe their
character.
Finally, the T asks the SS
how many matches they
have got.
3. Practice As a follow up, the T asks
a S to distribute a second
(speaking
sheet, which contains a
activity)
text bubble placed at the
centre (my view of other
Tasks Aims Interaction Time
(What the SS do)
The SS respond to the - - 3’
greeting
A1 SS-T 5’
T-SS
The S mark 8 adjectives in
the second box that they
think fit their partner (B).
Pairs get together after task 2
and 3 have been completed.
Student A talks about his
own characteristics first and
gives examples or reasons for
his choice. Then B discusses
his choices for A, telling him
why he chose the adjectives.
Afterwards B starts and then
A presents his view of him,
again justifying his choices.
The SS swiftly skim through A2 T-SS 10’
the text and complete it using
SS-T
the words at the bottom to
 people) surrounded by form a word which fits into
other, smaller text bubbles the same numbered space.
(e.g. how we perceive and
immediately assess
others, why first
impressions count so
much, prejudice etc can
be rewarding).

The T asks the SS to do

this task individually and The SS work individually to
explains to them that they recall examples from their
have to try to find own experience.
examples from their own
experience. 3 minutes are
allotted for this task.

When the time is over, the

T listens to a few answers
The SS share their views on
and, each time, he asks
their classmates’ answers.
the class what they think
of the answers.

4. Practice 1 (e.g. old-fashioned – no A3, A4 SS-SS 10’

longer current or modern)
(post-reading SS-T
For the next activity, the
activity)
T explains that the The SS listen to the T’s
students will play a game explanations.

where they have to guess

compound adjectives
from clues and mimes
given by other students
(e.g. old-fashioned –
The SS work in two large
possible clue: no longer
teams, following the task.
current or modern).

The T divides the class

into two teams. One
player from each team
comes to the front of the
class. Both players are
given the same compound
adjective card together
 with a definition and
related vocabulary.

The T explains that the

players' task is to get their
team to say the compound
adjective on the card. The
T explains that the players
do this by giving clues
containing synonyms of
the vocabulary on the card
along with gestures and
mimes to help their team
guess the word. The T
states that players are not
allowed to say any form
of the compound
adjective or words used in
the definition or related
vocabulary. The first team
to guess the compound
adjective scores a point.
Two new players then
come up to give clues and
mimes for the next
compound adjective and
so on. This continues until
all the cards have been
used. The team with the
most points at the end of
the game wins.

5. Practice 2 The T explains the SS that A5 10’

the next activity will help
(post-reading
them learn the difference
activity –
between adjectives with -
vocabulary
ed and -ing endings.
focused)

The T divides the class

into pairs (A and B) and
 each student is given a
corresponding worksheet.
There are ten sentences in
total with each one
containing an -ed or -ing
adjective.
The students complete
sentences on their worksheet
with true information about
themselves.

When the students have

finished, the T asks them
to take it in turns to read
their sentences to each
other.
Students try to explain their
answers and keep the
conversation going by asking
questions.

7. Practice 4 For the final activity, the The SS listen to the T’s A6 T-SS 10’
T places sign in each explanation.
(post-reading: SS-T
corner of the classroom
speaking;
(strongly agree, agree,
language focus:
disagree, strongly
giving opinions)
disagree).

The T asks the SS to stand

up and the T reads a
The SS go to the corner that
statement to the class, e.g.
best matches their opinion on
“Advertisements makes us
the topic, e.g. strongly agree,
buy things we don’t
disagree, etc. The SS in the
need”. After each corner
same corner discuss why
has given reasons for their
they chose that opinion and
opinion, the students from
then report their reasons back
the different corners
to the class.
politely refute another
corner's opinion.

The T repeats the process

with a new statement and
so on.

8. Homework The T assigns the The SS write their homework - - 2’

homework. assignment into their
notebooks.