Teacher: Ioana Serban Subject : English School : Scoala Gimnaziala Nr.

1, Firtanesti, Galati

LESSON PLAN

Date : February 1st , 2012 Form/Level : 6th form, IVth year of study, pre-intermediate level Textbook : Generation 2000, MacMillan Estimated Time : 50 minutes No. of Students : 16 students Unit/Lesson : 25 Are you a TV-addict ? Lesson Topic : Life without TV programmes Type of lesson : Acquisition of new knowledge;teaching vocabulary Vocabulary : related to TV programmes : adjectives that describe peoples feelings Grammar : Past Simple regular / irregular verbs Objectives/Lesson Aims : A. Cognitive Objectives : at the end of the lesson,the students will be able to :

1.describe their own feelings regarding life without TV; 2.skim to obtain a general impression of the text; 3.scan to locate specifically required information ; 4.introduce their own point of view based on their own life experience; 5.agree and disagree with arguments; 6.use the verbs in past tense in their own statements; 7.select some pieces of information from the text and sum up a teenagers experience with TV B. Affective Objectives : a. to create a warm atmosphere in order to offer the background for smooth easy conversation between teacher and students; 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, skimmimg and scanning a text Interaction : T-Ss, S-S, Ss-Ss,PW,GW,IW Teaching Techniques : brainstorming, conversation, dialogue, text work, spelling exercises, interview, asking/ answering to questions, skimming and scanning a text Methods of Teaching : Communicative Approach , Grammar Translation Teaching Aids : textbook , blackboard, notebooks, flipchart, dictionary, coloured pieces of chalk, posters, worksheets with different activities Assumptions : I assume that students are eager to find out more things about the experience of other teenagers with (not)watching TV and that they are willing to share their own ideas and feelings concerning one of their hobbies watching TV programmes.

Anticipated problems : Taking into consideration that some of the students have a poor level of knowledge and their motivation is rather limited, the teacher expects that her teaching skills might not be as valued as expected. 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 : Granger, Colin; Beaumont, Digby : Generation 2000, MacMillan, 2007 - different Internet sites

Stages of lesson activities

1 Checking

Teachers activity

Students activity

Intera ction

ills

Sk Teaching Techniques
conversation

Aids

Aims
To check attendance and to make sure the conditions are proper to

Ass ess-ment

attendance
2 minutes

-T greets class and -The Ss on duty name the T- Ss checks attendance : absentees if necessary : Are there any absents X is absent today. today?

speaking

none

2 Warm up 3 minutes

T writes two sentences on the flipchart and asks Ss to tell if there is any difference between them: Alices TV sets new. Jacks got a new TV set too. 3 Checking homework T checks the . 5 minutes homework orally. T encourages Ss to make the necessary corrections by themselves.If necessary,T will write the difficult part of the exercise on the BB,discussing it with the Ss 4 Checking previous T asks Ss to find 5 nouns and 5 adjectives knowledge related to the word 3 minutes television (the semantic field)

S make the difference among S showing possession (Genitive case), the short form of the verb is and the short form of the verb has (got)

T-Ss Ss-T

speaking

conversation

flipchart

start the lesson To make Ss feel comfortable and increase their confidence in the use of language during class

T praises Ss systematic observation

Ss read their homework Ss- T and correct the mistakes if T-Ss necessary Ss-Ss

reading speaking

conversation

Notebooks

To check accomplishoral ment of the evaluation taught items

Ss do accordingly : T- Ss - e.g. nouns : people, Ss-T entertainment, news, S-S music, cartoons; - e.g. adjectives : exciting, interesting, funny, relaxing, noisy

speaking writing

conversation

flipchart

brainstorming notebooks

To briefly review Ss knowledge on oral vocabulary evaluation related to television/ watching TV

5 Announcing the T writes the title of the . name of the lesson new lesson on the BB and tells the SS they and the objectives will talk about TV 1 minute programmes and how television influences our lives 6 Introducing the new T draws a mind map on the BB TV programmes , asking the Ss to find as many TV programmes as they can from their own life experience: How many hours a day do you watch TV? What types of TV programmes do you like watching?

Ss listen to the T and take notes

T- Ss

listening writing

conversation

notebooks BB chalk

To make Ss aware of the systematic items they will observalearn tion To motivate Ss by means of personalization To create verbal interest in the appreciatopic of TV tion programmes To promote discussion To sum up the Ss knowledge related to TV programmes

lesson
15 minutes ACTIVITY 1: Drawing a MIND MAP 5 minutes

Ss put down the TV programmes in their notebooks : TV programmes -soap operas -sport programmes -the news -cartoons -films -music programmes -documentaries -game shows

T-Ss PW

writing speaking

Conversation brainstorming drawing a mind map

notebooks BB chalk textbook

ACTIVITY 2 : TEXT T asks 6 Ss to read a

WORK (Skimming&Scanning) paragraph each. The article they are about to read is called Life

Ss read a paragraph each and put down in their notebooks the unknown words/expressions. Ss use

T- Ss S-Ss IW

reading writing

conversation

notebooks BB

To skim to obtain a general verbal impression of apprecia-

10 minutes

without TV , written by Chris Albert and it is about Chris feelings when his TV broke and had to be repaired. T will put on the BB the new vocabulary with the help of Ss

their dictionaries when necessary

dictionaries

the text tion To scan to locate systematic specifically observarequired tion information To raise expectations and create involvement in a reading task To read to confirm expectations To study relevant words/ expressions To sum up Chris s experience with TV in their own words To select some information from the text , answering to questions To introduce oral evaluation

7 Acquiring

performance
10 minutes

T gives Ss handouts with the interview questions and asks Ss Ss write their answers in to answer the their notebooks, comparing questions and read answers with their their answers. T helps deskmates Ss when necessary, not influencing their choices in any way.

T- Ss S-T IW GW

writing speaking

conver- notesation books asking/ anhandswering outs to questions brainstorming

systematic observation

8 .

Feed- back
6 minutes

T gives Ss the handouts with 3 mottoes and asks them to comment them, giving their own opinions

Ss do accordingly, reading T- Ss the mottoes and giving S-Ss their personal S-T opinions/their own comments

speaking

conversation dialogues

handouts

their own life experience into debate To give Ss practice in speaking English To encourage Ss to speak freely about their own feelings To give Ss practice in speaking English,expressing their own ideas/opinions To check Ss level of understanding the vocabulary related to television and their ability of using it in a certain context. To make Ss enjoy speaking

verbal appreciation systematic observation

English 9 Assigning . homework 2 minutes T assigns the homework by giving Ss note their homework in clear instructions: their notebooks. T-Ss For the next time, you will have to summarize Chris experience with TV, insisting upon his feelings T praises all the Ss for their participation T-Ss during the entire T-S lesson and gives pieces of advice to the shy ones. T shall give 3-4 marks taking into consideration the involvement of Ss in the lesson. notebooks writing conversation To provide Ss systematic further practice observaon the tion importance of TV in our everday life

1 Assessment 0 1 minute

speaking

conversation

I. Answer the following questions, using the information from the text you have just read: 1. 2. 3. 4. 5. 6. 7. 8. What did the young boy do when the TV was taken away? How did Chris feel during the experiment? How did Chris spend his spare time? Has the experiment changed Chriss attitude to TV? What would you do if your parents took away your TV set? Who is the biggest TV-addict in your class? Can you name a personality from the public life who is a model for you? Give arguments. Do you think Bianca Dragusanu or Gigi Becali are true models for a teenager? Why?

II. Comment the following famous quotes : a. If everyone demanded peace instead of another television set, then there would be peace.

(John Lennon) b. The facts of life are that a child who has seen war cannot be compared with a child who doesnt know what war is except from the television (Sophia Loren) c. If you read a lot of books, you are considered well read. But if you watch a lot of TV, youre not considered well viewed. (Lily Tomlin)