COLEGIUL NAIONAL CALISTRAT HOGA, TECUCI CATEDRA DE LIMBI MODERNE

LESSON PLAN NAME: MARIN OANA MARIA DATE: 19.04.2013 CLASS: a IX a G UNIT4- RELATIONSHIPS LESSON: STREET GANGS IN THE USA NR. OF EXPECTED STUDENTS: 29 GENERAL COMPETENCES: A. Reception of oral or written messages; B. Production of oral or written messages; C. Spoken or written interaction. ATTITUDES AND VALUES: a) Flexibility in opinion exchanges and in team work; b) Awareness of the importance of the English language as a means towards universal culture; c) Developing interest in English culture and civilization. SPECIFIC COMPETENCES: 1. Identifying global meaning of a message; 2. Identifying details in a written or spoken message 3. Expressing ideas/opinions on familiar topics; AIMS I. II. III. IV. To practise compound nouns; To practise speaking about relationships and street gangs; To practise gap filling To practise reading for the gist;

V. VI.

To practise role playing; To practise peer assessment.

ANTICIPATED PROBLEMS: Students may not understand instructions too well. They may also have problems in understanding unfamiliar words. ASSUMPTIONS: Teacher may use the mother tongue of the students for certain instructions or for the translation of unfamiliar words. AIDS: TEXTBOOK, BLACKBOARD, VIDEO PROJECTOR, HANDOUTS

PROCEDURE
STAGE TEACHER ACTIVITY STUDENT ACTIVITY AIM TIME
INTERRACTION

1. WARM UP

2. LEAD IN

Teacher checks the attendance and the homework Teacher makes the connection between the previous lesson and the current one: You suggested nice ways of repairing the damage. This means you value the relationship you have with your friend, doesnt it? There are a variety of relationships we can have with other people. Teacher asks the students to name some other kind of relationships they know and draws a mind map on the

Students read and check the homework Students listen.

to warm the students up

T-S S-T

to tune 7 students into the lesson

T-S

Students answer

S-T

3. SPEAKING

blackboard. Teacher writes the title of the unit on the blackboard and mentions the objectives of the lesson: -students will be able to talk about relationships; -students will be able to read for the gist; - students will be able to use compound nouns; -students will be able to role play; -students will be able to assess each other. Teacher asks students to look at exercise A on page 141 for a while and then match the words to form compound nouns. Teacher asks students to fill in the correct nouns in the gaps in exercise B/141

Students write in their notebooks the title of the unit.

T-S

Students read and match

to practise compound nouns

T-S Individual work S-T

Students fill in the gaps.

to practise gap filling

T-S S-T

4. READING a) Prereading

Teacher asks students to place some of the compounds into the correct position on the

Students write the words on the blackboard.

to practise 15 speaking about relationships andgangs

Individual work

b) While reading

c) Post reading

mind map. Teacher explains what casual relationships are ( those we have with people we meet every day) Teacher underlines the compound gang member and asks students if they know what a gang is. Teacher asks students to read the text turned into a script assuming roles. Teacher arranges some chairs as if for a TV show and invites the volunteers for reading in front of the class with their books to perform. Teacher asks some comprehension questions: Where does the action take place? What is a beatin? Teacher asks: What relationships can a gang member have? Teacher writes some relationships on

S-T

to practise role play Students answer the question.

T-S S-T

Students role play the text

to practise reading for the gist

S-S

5.FOLLOW-UP

Students answer the question: just like any teenager: Family, Friends, Casual and Romantic.

15

S-T

the board and asks students to work in pairs or in groups to devise a short dialogue to illustrate those relationships.

Students role play short dialogues

PW/GW

6. ASSESSMENT

7.HOMEWORK

At the end of the activity teacher gives students some feedback worksheets for peer assessment of the role plays. After reading the feedback the best role play is decided upon and the students who acted are rewarded with a diploma for the best on-the-spot actor/actress Draw a mind map of your relationships

Students write on the feedback sheet their assessment.

Individual work

Students write down the homework Students are evaluated

8.EVALUATION Teacher evaluates students according to their participation in class (oral assessment and grading)

to practise 1 writing about relationships to asses 1 students work

T-S Individual work T-S