Data: 17.02.

2014
Name: Ancuta Smiedt
Grade: 12
th
(L1)
Level: advanced
Title of the Lesson: Comic Relief
Type of Lesson: Presentation
P
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General aim of the lesson: will be to introduce to students new vocabulary (homophones and
homonyms) and to explore with the students various types of comedy.

Specific aims of the lesson will be that at the end of the lesson the students will be able to:
Identify homonyms and homophone words and their meanings in different
contexts
Use the new vocabulary in sentences of their own
To understand puns


Anticipated problems:
The students may get confused about homonym and homophobe words

Skills: integrated (reading, writing, speaking, listening)

Techniques:
lockstep, discussion, matching, role-play, ask and answer, game, pair work, group
work

Materials used:
Prospects. Super Advanced. Students Book. Ken Wilson. Macmillan
Prospects. Super Advanced. Workbook. Ken Wilson. Macmillan
Prospects. Super Advanced. CD
CD-player
Reading Games. For intermediate to advanced students of English. Jill Hadfield. Nelson
Publishing







Data: 17.02.2014
Name: Ancuta Smiedt
Grade: 12
th
(L1)
Level: advanced
Title of the Lesson: Comic Relief
Type of Lesson: Presentation
P
a
g
e
2


Stages of the Lesson
1. Warm-up:
The teacher checks if there are any absent students.
The teacher will ask the students how they are feeling and how did they spend their Saint
Valentines Day

2. Lead-in:
The teacher will introduce the aim of the lesson to the students.
The title of the lesson will be written on the blackboard by the teacher and by the students
into their notebooks.
The teacher asks the students to say what the title of the lesson suggests them the lesson will
be about and how can they explain the word relief (= happiness that smth. unpleasant hasnt
happened/ help, money, food for those in need)
The teacher asks the students if they believe that laughter can have healing effects on people
The students are asked to look at page 65.
Then the quotation written under the title of the lesson will be discussed. The students have
to try and express their opinion about it.

3. Presentation:
The teacher says the following sentences. She asks two students to go to the blackboard and
write them.
Mother was right when she told me to take a jacket on.
I usually write my homework in the afternoon.
The teacher asks the students to look at the examples and say what word they have in
common and how do we call such words. (the pair of words right-write are homophones=
they are pronounced the same but they have different spelling and meaning)
Then the teacher says two other sentences and asks the two students to go to the blackboard
and write them
There is a tear in your dress!
She had tears in her eyes. (homonyms= words that sound and are spelled the same but they
have different meanings)
The teacher sticks on the blackboard some cards with several words, and the students must
match them in pairs of homophones. (sight-site, seen- scene, bear-bare, where-wear, knows-
nose, blue-blew, cereal-serial, sear-deer, hour-our, knight-night, hear-here, hole-whole). The
students will come to the blackboard and write the pairs. Then the teacher will write on the
Data: 17.02.2014
Name: Ancuta Smiedt
Grade: 12
th
(L1)
Level: advanced
Title of the Lesson: Comic Relief
Type of Lesson: Presentation
P
a
g
e
3

blackboard the following homonyms and the students will have to write two sentences with
each having different meanings: (row, fine, present)
The students will be given a worksheet, on which they have to choose the correct
homophone for each sentence. They must work individually and their answers will be orally
checked.

4. Reading:
a. Pre-reading: the teacher will start with a short joke: What is the longest word in
English? Smiles because it has miles in it! The teacher asks the students if they
know any jokes, and if they do, they are asked to tell them
b. While-reading: individually the students will have to read the text in exercise 3a/
65, and choose the correct word. Their answers will be orally checked as the
students will have to read the text.
c. After reading: the teacher asks the students to read the box Is this the best joke in
the world, and in pairs to try and find the punch line. The teacher first explains
what a punch line is. Then the students will have to say their punch lines for the
joke. The teacher will listen to them and then she will ask the students to listen to
the joke on the CD and see if they were right. After listening the teacher asks the
students which punch line is funnier, theirs or the one on the CD.

5. Presentation:
The teacher will ask the students if they have ever heard about Evelyn Waugh or if they read
any of her works. Then a student will be asked to read the Background box. The teacher
explains the students that theyre going to read 8 narrative stages of Evelyns novel the
Scoop.
a. Pre-reading: the teacher asks the students if they know what a scoop is. If nobody
knows, she gives two examples of sentences in which the word scoop is used:
One scoop of ice-cream, please! (a tool, similar to a spoon)
The paper manages to write a major scoop and broke the scandal to the world (a story/
piece of news discovered by and published by one newspaper before the others.)
b. While reading: the students must read the Context box and the 8 stages and they must
do ex. 4a/ 66. They must answer the questions about the text. Their answers will be
orally checked and the text will be read aloud by the students.
c. After-reading: the teacher starts a short discussion with the students about the 8 stages.
Do you think the novel is an adventure/ science-fiction/ detective/ comedy?
Why do you think his sister changed his paper?
Why didnt he admit the fact that someone changed the paper?
Why did he accept to be a war correspondent?
Data: 17.02.2014
Name: Ancuta Smiedt
Grade: 12
th
(L1)
Level: advanced
Title of the Lesson: Comic Relief
Type of Lesson: Presentation
P
a
g
e
4

Would you accept to do a job even if you have little or no experience in that matter?

6. Less-controlled practice:
The teacher divides the students in groups of 3. Each student will be named A,
B, C. Each student will get a set-line and a punch line. The set-line and the
punch line do not match. Each student will try to match those two lines in
order to have the joke. They will be given 1 minute to ask their group mates if
they have their punch-line. When the teacher says STOP each student A will
stand up and move to a new group and try again to find the punch line. The
students who have their joke complete, they return to their first group. In the
end the jokes are read aloud.


7. Feedback:
The teacher will write the students homework on the blackboard; that is they
will have to answer the following 3 questions :
How do you feel on Monday mornings?
Describe a special day in the life of a person you know.
Give your opinion on the following statement: Politeness costs nothing and
gains everything.