LESSON PLAN

School: Grup colar Sanitar Vasile Voiculescu Teacher : Crciun Crina Date: 21st of March 2012 Class : XII B Number of students: 28 Time: 50 minutes Textbook: Prospects Super Advanced, Macmillan Lesson topic: Imaginary stories Lesson title: Gothic Horror Lesson type: integrating skills Lesson approach: mixed ability teaching Lesson aim: integrating comprehension and writing skills to produce a narrative paragraph which will be part of an imaginary story.. Lesson objectives: By the end of the lesson the students will be able to: get the main information from a text they read; predict the common aspects in horror stories; express their opinion about different aspects related to the topic; O. 4 understand the different aspects in a literary text which produce a particular atmosphere
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Previous knowledge: Ss are expected to use the vocabulary about the local legends, express their opinion about the myth of Dracula and other horror stories. Techniques: reading, pair work, individual work, writing; Classroom organisation: pairwork, individual work; Teaching aids: worksheets, blackboard and chalk, video; Teacher resources: Wilson, K., Taylor, J., Howard Williams D., Prospects, Super Advanced, Macmillan Education Wilson, K., Taylor, J., Howard Williams D., Prospects, Teachers Book, Macmillan Education Allright, Dick & Bailey, Kathleen M. (1999) Focus on the Language Classroom: An Introduction to Classroom research for Language Teachers, New York and Port Chester: Cambridge University Press Harmer, J. (2008) How to teach English, London: Pearson Educational Limited
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Stage Lead-in

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Homework check-up

3.

Warm-up

4.

Video watching

5.

Reading

Time Teachers activity 3 -T enters, greets, introduces the guests; -T checks attendance and ensures the necessary working conditions (order, cleanliness, discipline, light); -T inquires about any particular or unusual situation or condition; 2 -T asks Ss to present their homework, by appointing a S to read the requirement; -T names various Ss to take turns in reading the sentences; -T asks Ss to correct, if necessary; 10 -T writes the title on the blackboard. - Ss are asked to look at the pictures from the book and predict the theme of the lesson ; -T asks ss to read the hints from the book and express their opinion - T asks students to read the background about the author 10 - T plays the movie trailer for the film Dracula - T divides Ss in groups of 4 and given handouts - T plays the clip from the original movie - T asks Ss to fill in the handouts 15 - T asks Ss to read the fragment on page 91 starting with You may go anywhere you want - T asks Ss to work in pairs and write down one familiar thing they read, one strange thing, one creepy detail

Studentsactivity -Ss greet and prepare for class; -Ss take a seat and prepare their materials; -the S on duty presents any unusual situations, if any; -Ss raise their hands; -the Ss named read the requirement (Ss had to solve a fill in exercise); -Ss take turns in reading a point each; - Ss try to give a guess; - Ss express their opinion - Ss read the information about Visigoths - Ss read the definitions of the word gothic and predict what the lesson will be about - Ss speak about aspects in activity 4 - Ss take turns to express what they had seen - Ss talk about the details, dialogue, action, atmosphere; - S choose three most important things they noticed in the video and fill in the handouts - Ss read the text - Ss are grouped in pairs and scan for the specific information

Interaction T Ss

Rationale Primary contact and class management.

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Ss help each other (peer correction) to identify and clarify potential difficult aspects. Ss are activated for class by predicting what is going to happen; they are also exposed to the topic of the day. S get the main information from the text S give anwers

TSs

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Using knowledge or whatever material at hand in order to provide information needed to perform the tasks of the day. Offering a model of work meant to 2

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Discussion

7. 8.

Feedback evaluation

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Homework and follow-up

-T asks students to present what they chose from the text -T asks for the students general opinion on the fragment: style, impact on reader, genre, if they like the genre, why do people like horror stories? -T makes verbal appreciations on the Ss activity; -T marks 4-5 Ss accordingly; -T asks Ss to work individually and write a paragraph on the handout which has two beginnings they can choose from.

- Ss read the specific information - Ss take turns to answer and express their personal opinion

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activate Ss for the activities. Activating previously studied vocabulary. Using structures to produce oral messages. Apply previous knowledge for a class project. Consolidating through further practice, interactive and secure, as there is no more T control.

-Ss listen to the Ts remarks; -Ss present their report cards; -Ss take notes and ask questions about the hw.

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