LESSON PLAN

TEACHER: Tudor Violeta

SCHOOL: coala Gimnazial Predeti
GRADE: 8th
LEVEL: 4th year of study
NO. OF CLASSES PER WEEK: 2
NO. OF STUDENTS: 13
TEXTBOOK: SNAPSHOT - Intermediate
DATE: 25th of February 2016
LESSON: I wish
TYPE OF LESSON: aquisition of new knowledge
TOPIC: Second conditional
VOCABULARY:

Electrical equipment
STRUCTURES:

Second conditional

None and any specifically

FUNCTIONS/COMMUNICATION:

Giving reasons and expressing opinion

SKILLS: integrated
AIMS:

students read the text and gist it for specific information;

students practice the new language structures;

students write the new grammar structure in their notebooks;

OBJECTIVES
COGNITIVE: by the end of the lesson students will be able to :

understand and react adequately to complex questions and statements;

express information explicitly;

introduce a point of view;

become aware and show understanding of the forms;

understand, produce and use the stated information;

skim to obtain a general impression of the text;

scan to locate specifically required information;

express themselves in free writing and speaking.

AFFECTIVE:

making students confident in their ability to use the language;


creating interest in the topic of the lesson;

creating a relaxed atmosphere, proper for studying;

foster learner independence and cooperative learning;

stimulating students imagination and creativity;

TEACHING AIDS:

SB/TB/Language boosters

Worksheets

Blackboard
TEACHING METHODS AND TECHNIQUES:

Communicative approach

Exercise; questions and answers; gap-filling exercise; drilling; sentence writing;

conversation; dialogues;
ORGANIZATION AND TIME:

Whole class

Individual work

Pair work

50
ASSUMPTIONS:
I assume that most of the vocabulary to be taught is already known to my students.
ANTICIPATED PROBLEMS:
Ss might not be very eager to participate ;
Ss may have some problems in using tenses ;
Ss may be confused by some new words.
STAGES OF THE LESSON
Activity 1: Warmer
Aims:

to review the previously learnt material

to motivate and involve students by means of personalisation
Procedure

Interaction

Timing

T greets Ss and asks about their state of mind and how they feel.T-Ss T-Ss
T checks attendance. Ss answer.
T-Ss
T asks Ss to check their homework.
T-Ss
Ss read their homework.

10 min

Activity 2: Lead-in
Aim: to prepare the context of the lesson by means of picture exploitation
Procedure
Interaction Timing
T asks Ss to look at the picture in the book. T elicits relevant vocabulary
T-Ss
by asking questions such as :
T-Ss
Where is the boy?
T-Ss
What is he doing?
T-Ss
What other objects do you see in the picture?
Ss-T
Have you got a sound system/ computer?
5 min
When do you use them? What for?
What does your bedroom look like? Does it look similar to this one ?
T-Ss
What is the same? What is different?
Do you have special things which mean a lot to you e.g. a special
present?
What is your favourite item?
Is there anything you dont have but would like to have?
T reads the title of the text and makes a brief survey with the class
about what they think it is the text about.

Activity 3: Reading comprehension

Aim :

to check understanding of the text

Procedure
Interaction
T asks Ss to read the text and in pairs check any new words.T checks
T-Ss theT-Ss
answers with the whole class. Then T asks the Ss to complete theT-Ss IW
information about Ross in ex.1b page 65.
Ss-T
T asks Ss to look at ex.2 page 65 about the electrical equipment and
Ss-Ss
to do it. In pairs, Ss do the exercise.

Timing
15 min

Activity 4: Presentation, isolation and exemplification

Aim:

to introduce the new language structures

Procedure
Interaction
T asks Ss to look at the examples in the book (Grammar Snapshot)
T-Ss T-Ss
and checks understanding by asking questions. T encourages Ss to
give reasons for their answers.
T-Ss
T writes examples on the blackboard and Ss copy them in their
notebooks.

Timing
5 min

Activity 5: Practicing structures semi controlled practice

Aim:

to provide opportunity to use recently learnt material

to produce and use explicitly the recently learnt material

T

Procedure
Interaction
T asks Ss to solve ex.7, page 66 after she first reads the example.T-Ss T-Ss
Ss complete the sentences individually.
T-Ss
T goes through the answers with the whole class.
Ss-T

Activity 8: Assigning homework

Procedure
T explains homework. Ss write the assignment in their notebooks.
(Exercises on the worksheet).
T praises Ss for their work and gives grades.

Timing
10 min

Interaction

Timing

T-Ss

5 min

A . Complete the second conditional sentences with the correct form

of the words in brackets.
1. _________________ (you/have) more money if ______________
(you/not spend) so much on CDs.
2. What sort of computer__________________(you/buy)if
______________(you/have) 2000 pounds to spend?
3. Im sure __________________ (the camera/work) if
______________(you/put) new batteries in it.
4. ______________ (I/not change) my old sound system for a new one
unless _______________(it/be broken).
5. _______________(I/not buy) a sound system unless ___________
(it / have) a record deck.
6. ________________ ( I /not have) a mobile phone if ___________
(you /pay) me!
B. Finish the sentences.
true

1) If you drove from Paris to Lisbon,

______________________________.

true

2) If he studied the new words,

true

__________________________________.
1

3) You would have slept much better

_____________________________.

true

4) If I am distracted the next time I am trying to study

_________________.

true

5) My uncle would stay longer in York

____________________________.

true

6) If you wait a minute,

________________________________________.

7) If I were you,

true

true

______________________________________________.
1

8) The teacher will not be happy

_________________________________.

true

9) If Amy does the washing up,

true

_________________________________.
1

10) If we saw the film

______________________________________.
11) If I get fed up with my studies ________________________________.

12) I would go to the party _____________________________________.