LESSON PLAN

Date: 29.11.2011
Grade: 8B
Time: 11.00 11.50
Number of students: 16
School: Simion Barnutiu Baia Mare
Teacher: Camelia Ciurdas
Type of lesson: lesson of acquisition
Textbook: Snapshot Intermediate
Unit of learning: Travel
Lesson: Heat and Dust
Recent work: Vocabulary: - related to travelling , places in town
- clothes
- special uncountable nouns
Structures: - past simple vs present perfect
- the definite and zero article
- should(nt), ought(nt) to, had better (not)
Objectives:
- to engage and activate students in using the English language
- to reinforce and revise giving , accepting/refusing advice
- to ask for and supply additional information
- to create confidence in students in using information to design a book cover
- to develop communicative and receptive competences
Teaching aids:
picture(s)
postcards
maps
handouts
worksheets
blackboard
glue
Skills:
Speaking
Reading

Interaction:
Teacher Whole class
Teacher Student
Student - Teacher
Student - Student
Class management:
Pair work
Group work
Anticipated problems:
there will be explanations in Romanian (if needed)
Bibliography: Snapshot Intermediate - Language Booster (Longman)

Procedure
ACTIVITY I Warmer The Lying Game (Group work)
Aim: to warm Ss up
Time: 5 min.
Procedure: The T. divides the class in two groups. She writes 10 statements about herself
on the blackboard. Some of them are true and some are false. In groups Ss have to guess
which statements are true and which are false. Each correct guess is given a point. The
group who has the most points are the winners.
Statements: I was born in Constanta.
My sons name is Luca.
I lived in Spain a few years ago.
My favourite colour is brown.
I dont have a driving license.
I love eating vegetables and fruit.
I cant swim.
I teach French, too.
I have got a red car.
I have been teaching English since 1997.
Interaction: Ss-Ss; Ss- T
ACTIVITY II - Reinforcing and checking the previous knowledge (Pair work)
Aim: to practice asking for and giving advice

Time: 10 min.
Procedure: The teacher asks students to get in pairs. She gives each pair Worksheet 1
and asks them to match the sentences in column A with the advice in column B. After
matching, the sentences are read aloud.
Interaction: Ss Ss; Ss - T
ACTIVITY III Pre-reading Heat and Dust (Group work)
Aims: to create interest and introduce Ss into the topic
Time: 5 min.
Procedure: The teacher writes the title of the story on the board asking the students if
they know the meaning of the words. Then she tells them about the author Ruth Prawer
Jhabvala who wrote about a trip in India. The teacher asks students if they know anything
about India and she explains the possible unknown words they could come across.
Interaction: Ss Ss, Ss-T
ACTIVITY IV While-reading (Group work)
Aims: to practice reading for specific information
Time: 10 min.
Procedure: The teacher divides the class in three groups and gives each group a copy of
the fragment from the story Worksheet 2. Each group has a specific task to do while
reading Worksheet 3.
Interaction: Ss Ss; Ss - T
ACTIVITY V Post-reading Advertisement (Group-work)
Aim: to use the information acquired in designing an advertisement
Time: 15 min.
Procedure: Ss are given large sheets of paper, they are asked to design an advertisement
of the places in India based on the fragments read and on the pictures given by the
teacher representing sites in India. Then, they present their advertisement in front of the
class.
Interaction: Ss Ss; Ss - T
ACTIVITY VI - Evaluation and homework assignment
Aim: to evaluate the Ss. work
to assign Ss. their homework
Time: 5 min

Procedure: The teacher grades some Ss. As homework the teacher gives the students the
following task: Design a book cover and give it a name. The other classmates have to
make up a story after the picture.
Interaction: T Ss

WORKSHEET 1
Match the sentences in column A with their correspondents in column B:
Column A
1. Hes put a lot of weight, hasnt he?
2. He always seems to have a cold.
3. Ann nearly fell off her bike last week.
4. The fuel tank is always empty.
5. Stop! The dogs loose!
6. I keep getting headaches.
7. My dog died last week and I miss him.
8. I saw my boyfriend with another girl yesterday.
9. Im tired of taking the bus all the time.
10. I would like to read more about London.

Column B
a. He should wear warmer clothes.
b. She should be more careful.
c. You shouldnt give him so much to eat.
d. You should search the internet.
e. You ought to buy a car.
f. You should buy another one.
g. Wed better get some petrol.
h. Id better not go in, then!
i. Youd better see a doctor.
j. You ought to finish with him.

WORKSHEET 1
Match the sentences in column A with their correspondents in column B:
Column A
1. Hes put a lot of weight, hasnt he?
2. He always seems to have a cold.
3. Ann nearly fell off her bike last week.
4. The fuel tank is always empty.
5. Stop! The dogs loose!
6. I keep getting headaches.
7. My dog died last week and I miss him.
8. I saw my boyfriend with another girl yesterday.
9. Im tired of taking the bus all the time.
10. I would like to read more about London.

Column B
a. He should wear warmer clothes.
b. She should be more careful.
c. You shouldnt give him so much to eat.
d. You should search the internet.
e. You ought to buy a car.
f. You should buy another one.
g. Wed better get some petrol.
h. Id better not go in, then!
i. Youd better see a doctor.
j. You ought to finish with him.

WORKSHEET 2

HEAT AND DUST

by Ruth Prawer Jhabvala
I have not yet travelled on a bus in India that has not been packed to
bursting point, with people inside and luggage on top; and they are always so old that
they shake up every bone in the human body. If the buses are always the same, so is the
landscape through which they travel. Once a town is left behind, there is nothing till the
next one except flat land, broiling sky, distances and dust.
Especially dust: the sides of the bus are open with only bars across them so that the hot
winds blow in freely, bearing desert sand to choke up ears and nostrils and to set ones
teeth with grit..
The days and nights are really heating up now. It is unpleasant to sleep
indoors and everyone pulls out their beds at night. The town has become a communal
dormitory. There are string beds in front of all the stalls, and on the roofs and in the
courtyards: wherever there is an open space. I kept on sleeping indoors for a while since I
was embarrassed to go to bed in public. But it just got too hot, so now I too have dragged
my bed out in the courtyard. I no longer chance into a nightie but sleep, like an Indian
woman, in a sari. It is amazing how still everything is. All one hears is occasionally
someone crying in their sleep, or a dog maybe a jackal baying at the moon. I lay
awake for hours with happiness actually. I have never known such a sense of
communion.

WORKHEET 3
Group 1
Read the sentences and answer T (true) or F (false):
1. ___ The author has travelled on a crowded bus before and she enjoyed it.
2. ___ The dust is all over choking up ears and nostrils of travelers.
3. ___ The author doesnt like the heat and the outdoors sleeping.
4. ___ She left India because she didnt like their lifestyle .
5. ___ After a while she felt like an Indian woman .
6. ___ She finally enjoyed sleeping outdoors with other people.

WORKSHEET 3
Group 2
Find words and phrases in the text to illustrate the following:
1. The bus was very crowded.
2. The bus was uncomfortable.
3. The weather was hot.
4. The dust was unpleasant.
5. The town was crowded at night.
6. The night was not quiet.

WORKSHEET 3
Group 3
Answer these questions:
1. What is the first impact of India upon the narrator?
2. Where do most people sleep? Why?
3. What was the narrators problem at first? How did she manage?
4. What does she wear to sleep in?
5. What can she hear at night? Is she frightened?
6. How does she feel in the end?