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2006 Class: VIII A Level: Upper intermediate Book: Highflyer Unit 10. Myths and legends Lesson 2: Annie Oakley; grammar: too and enough Time: 50 min Objectives: To read for general understanding To read for specific information To use descriptive adjectives in their own sentences To understand, identify and use too and enough structures To evaluate students’ work To determine students to use their computer skills during the English class Methods: brainstorming, skimming, scanning, explanation, test Materials: materials created in AeL programme LESSON STAGES
Activity 1: Warmer Aim: to brainstorm descriptive adjectives Procedures: Ss connect to the lesson and solve Task 1(write adj., make sentences) T checks Time: 10 min Skills: W, S Interaction: T>S, S>S, S>T Activity 2: Reading Aim: to read for general understanding Procedures: Ss solve Task 1.2–read & answer the q.’What qualities made A.O. famous?’ T checks Time 15min Skills: R, S Interaction: S>S, S>T Activity 3: Reading Aim: to read for specific information Procedures: Ss solve Task 1.3- match the topics with the paragraphs T checks Time: 5 min Skills: R, W
+ enough(+ to inf.) . (not+) adj. S>T Activity 6: Homework: Written assignment – Ex. S>T Activity 4: Teaching grammar Aim: to understand the use of too & enough in the following structures: Too + adj. S>S. S Interaction: T>Ss.) Procedures: Ss watch the structures presented in Power Point T displays the slides in turn and explains the structures Ss read and make sentences Time: 10 min Skills: R. 15 page 45 Aim: to provide further practice Procedures: T explains Ss write down Time: 2 min Interaction: T>Ss . S>T Activity 5: Test Aims: to check SS’ understanding to practice the two structures Procedures: Ss solve the test T checks Time: 8 min Skills: W Interaction: T>S. (+ to inf.Interaction: T>Ss.
write in notebooks .T elicits answers to the questions 1) 'How do we communicate?' 2) How do animals communicate?' . to develop fluency Procedure: .04 Grade: 6A No. writes the title on bb .Ss have to guess the activity . blackboard Activity 1: Warmer . To express likes and dislikes 8. To develop fluency Materials: Textbook. To brainstorm ways of communicating (people and animals) 2.Ss take turns in miming and guessing activities Time: 5 mins Interaction: T > Ss Activity 2: Pre-listening exercise Aims: To prepare Ss for Listening.06. page 76) . Toemphasise the role of body language in communication 4. To listen for specific information 7 .T initiates the game by miming an activity . To enrich vocabulary connected with communication 3.EXAMPLE 2 LESSON PLAN Name: Ioana Antohi Date: 11.T elicits the topic of the lesson.miming game Aim: To introduce the topic and create a pleasurable atmosphere Procedure: . To use body language in giving messages 5. of students: 21 Textbook: English Factfile (5th year of study) Unit 9: Communication Lesson 1: Talking and telephoning Time: 50 mins Lesson Aims: 1. 2.Ss answer qs.T helps Ss with the answers and gives feedback Time: 5 mins Interaction: T>Ss Activity 3: Listening for specific info (Ways of communicating ex. To decode messages using letters and numbers 6. cassette.
3 page 76) Aim: To use body language and sounds to send messages Procedure: .Aim: To listen for specific info Procedure: .’ Aim: To develop writing skills Procedure: T explains the task.Tasks Ss to take part in a discussion .Ss work in pairs .T helps and checks Time: 5 mins Interaction-: S>T.4b-page 76) Procedure: .a S reports the message to the T Time: 10 mins Interaction: S>S.Ss decode the words . T>S Activity 6: Class discussion Aims: To develop fluency. S>T Activity 5: Brainstorming vocabulary (Means of communieation-ex. gives feedback Time: 5 mins Interaction: S>T. Time: 5 mins Interaction: T>Ss . dislikes and personal opinions connected with ways of communicating and means of communication Time: 15 mins Interaction: T>S.T checks Ss' answers. to express likes. dislikes and personal opinions Procedure: . S>T Activity 7: Homework: 'Write a paragraph about your favourite way(s) of communication.T gives messages on pieces of paper . T>S Activity 4: Sending messages ( ex.Ss answer T’s qs and express likes.Ss listen to the-tape and complete the chart on worksheets .
etc. B. 5. To create interest in the lives of famous people. To prepare a description of a famous personality.EXAMPLE 3 LESSON PLAN <HENRY VIII> A.) Language Ss should concentrate on using relative clauses.) Context SS' own general culture .m. e. on Wednesdays. SS have completed approximatelv 400 hours of English. Writing complete Defining and Non-defining relative clauses about famous people (Le. 4. Ludwig van Beethoven.) Possible problems T will be ready to prompt if necessary.) Aids Name cards. SS are generally enthusiastic and eager to learn new things. to promote discussion. or shorten the activity if that seems appropriate. Description of the class and lesson Level: INTERMEDIATE Students between the ages of 12-14 The lesson takes place from 1-2 p. D. c. . Recent work • • • The students have been studying Defining and Non-Defining Relative clauses. the body scanner. Ss may not have much to say. each card contains the name of a famous person All and any d. C. To listen for specific information (I). To raise expectations and create involvement in a listening task. 3. Objectives 1. 2. To listen for specific information (II). the first heart transplant).) Activity / SS are asked to agree on describing a famous person whose name class organisation the receive on a card. The Seven Wonders of the World).) and places (Le. b. The Beatles. Contents Objective 1: estimated time: 5 minutes a. Listening work (listening for detailed comprehension) (Le.famous people Discussion in small groups.
woman. c. b. tape-recorder etc.) Possible problems TB.) Aids d.) Possible problems None. Discussion in small groups. They listen for specific information and class organisation check together to see whether the questions have been answered in the text. child incorrectly. e.Obiective 2: (estimated time: 10 minutes) a. JANE SEYMOUR 4. tape.) Context "Creating expectations" about the life of Henry VIII. class organisation Name of wife What happened to her? 1.) Context A text about the life of Henry VIII. Ss may use the plural of man. b. What did Henry most want? Why? c.) Language All and any. Ss get a set of words and they should think class organisation of a possible short story including them all. chalk.) Possible problems Bb.) Language e. ANNE BOLEYN 3. How many wives did Henry have? 2. b. cassette-recorder. Objective 4: (estimated time: 10 minutes) a.) Activity / Ss get a chart which they have to fill with info from the text. All and any. T will then promt. Objective 5: estimated time: 10 minutes . CATHERINE PARR c. 1. The whole class contributes with suggestions to T who writes on the Bb all the possible ways of getting rid of a wife. man woman child marriage divorce death 2. etc. All and any. ANNE OF CLEVES 5. T leads the feedback session and discusses with the class. Objective 3: (estimated time: 15 minutes) a. T should make sure they understand such forms well. d. chalk.) Aids d. CATHERINE OF ARAGON 2.) Context A text about the life of Henry VIII. How many children did Henry have? 3. chalk. CATHERINE HOWARD 6.) Aids Bb.) Language e. Some Ss may not be able to answer all the questions.) Activity / 1.) Activity / Ss get a first set of questions.
A co-operative writing exercise in which Ss (in groups) write a story starting: "Once upon a time there was.) the prosecutors.. T has some information about other famous people (i..) Context b....) the defence attorneys.. Elvis Presley.) Language e.a. The first two groups prepare arguments for and against the defendant .) Activity / class organisation c. the jury decides whether he should or not be sentenced and if yes. SS choose one personality and prepare a short speech about that person. 2.. E. Focus on Relative clauses.. Each group has its definite role.. who he/she is. what he/she is famous for. what sentence would be the best." 2. The points they must focus on are: 1..) the jury. A debate . Lady Diana to help out just in case.. c.Henry VIII. b. Ss might not know much about famous people.. 4. describe him/her.... tell what people say about him/her. None.e.. Additional possibilities 1.. Finally...Ss are divided into groups: a. 3. .the world I/Ss live in...) Aids d.) Possible problems Famous people .
the king married Catherine Howard. . She gave him the son he wanted so much. but again it was a daughter. She was a good wife and she was brave. Henry married Anne of Cleves. Henry VIII maintained a magnificent court and spent a lot of money on wars. except their daughter. Catherine did not love the king. from which England had little to gain. in 1540. Henry got tired of Anne and of waiting for a son. In 1513 while Henry was fighting a battle in France. Henry wanted to divorce Catherine and marry somebody else because he longed for a son. James IV. Unfortunately. One thing was wrong with Henry and Catherine's marriage. Two weeks before he was crowned. died a few weeks after they were born. Why do you think this king is so well known? Read the text again. simple girl but Henry really loved her. The king decided to make himself head of the Church of England and as soon as this happened he was free to divorce Catherine. she loved somebody else and it was not difficult for Henry to find out. but soon Henry died leaving behind his wife and iliree children. an heir to the throne of England. died. The result? She was beheaded in 1542. But the Pope did . Elizabeth. He accused her of unfaithfulness and she was found guilty. Catherine got an army together and the Scots were defeated. Time was passing and they did not have a son. Jane was a plain. he needed the oonsent of the Pope in Rome. wife. Jane fell ill and died leaving Henry heartbroken. She gave him a baby. Henry needed someone to look after him and in 1543 he met Catherine Parr and married her. Her name: was Anne Boleyn. Three weeks after the divorce.Henry VIII IN THE YEAR 1509 Henry VIII became king of England. J ames himself wras killed in the battle. Henry married a young girl with black eyes and. Henry married Catherine of Aragon. In May 1536 Anne was beheaded and only eleven days later he married his third. flowing hair. by this time. Jane Seymour. Unlike his father. Copy and complete the chart with the words beheaded. This was a short marriage because Henry divorced Anne in the same year. Old and sick. Mary.not agree to Henry's divorce and this made him very angry. He was the son of Henry VII. divorced or survived. Soon. three years later. They were happy together at first. a pretty. Catherine was good with the king's children and everything seemed to be all right. All their babies. a king who was clever with people and careful with money. the Scottish king attacked England. 1 2 Read as you listen to the story. For political reasons. As England was a Catholic country. Henry had grown old and fat. They called him Edward. young girl Unfortunately. long. She was rather ugly and when Henry first saw her he said 'I like her not'. too.
He smelled the stench of death and decay coming from the hole. students have to create the opening of a ghost story using the 'sense verbs' passives Begin: "It was a cold and dark night as Mr Malik walked along the old deserted lane. Introduce the verbs in a story context: While-listening task: This story is a romantic / ghost / detective story. requests. 5. Students read their opening to the rest of the class. He gets up and slowly goes downstairs into the garden. In pairs. Mr Jarvis. . living alone in the old house. Suddenly.. is asleep. smell. advice e.." 7. he sees a large black shape moving across the grass.g. Suddenly. To review the following passive structures: S + vb (Passive) -. hear. To practise the following listening skills: a) listening for gist or main details b) listening for detailed information c) predicting what will happen next Activity 1 Aim: To review verbs related to the senses: sight....EXAMPLE 4 LESSON PLAN NOTES: "Perspective on English": Unit 5. Students (in pairs) transform these active sentences into the passive forms What difference do the transformations make? 6..: She is believed to be very rich 2.. Teacher writes the sentences on the board. Students listen again and in pairs identify and write down the 4 sentences which use verbs of the senses.. There was a large hole in the lawn. He feels a coldness surrounding him.g. hear. Review with students verbs associated with verbs related to the senses: feel. 2. 3. He moves closer . he sits up in bed.. He heard a strange noise coming from the garden. 4..: A noise was heard coming from the bushes Reported speech patterns with the functions: instructions. Story: It is night-time and the moon shines eerily over the garden of the old half ruined mansion. feel. To demonstrate transformations from active to passive within a context To allow students to use these passive structures to create mystery effects. taste. smell. The boy was advised to leave early Reporting what people say about someone e. Procedure: 1...g.Pres( ent) Part(iciple) with verbs of physical perception e.. Lesson 3 Aims: 1.
Students to put the direct speech statements into reported speech in writing 5. Teacher provides a narrative context: "I was travelling to Constanta last summer by train and it was incredibly hot. listen to the text again. students read the alternative endings and select one. listen to the text again. Students to look at the multiple-choice answers. Teacher checks answers with the class. advice) Ask for verbs to express the functions: tell. Look at the text book: Unit 5. 1 Provides an utterance based on one of the functions advice. order. Suddenly an old man sitting. Predict which ones are likely to be correct.3. requesting and advising someone. Teacher checks them and writes them on the board. Teacher checks answers with the class.3 "What did he say?" St. In pairs the students have to check each other's answers and. order. One woman in the compartment was suffering terribly and she said to me "Would you open the window please? ": So I got up and opened the window. (Request. 3. .1 Go through the questions with the class and give them the while-listening task: To record the answers to these questions as they listen to the story 2. Teacher checks answers with the class 4.2." To the other woman she said: "You should stand in the corridor to get cool. "Stand up!" St 2. instruct. Procedure: 1. Tell them to listen to the story and as they do. 4 transforms this into the passive: "Yes you were told to stand up" This practice round continues until the teacher has monitored all the groups sufficiently.l said: "He told you to stand up" St. Exercise II. Is deaf so he says to St.in the corner shouted: "Close that window!". Lesson 3 Exercise: II. An old lady put her arm on my hand and said: " If I were you I'd close it. Transform these active statements into passive voice. Listen to the story to confirm or disconfirm the predictions. Check answers with partner. if necessary. order // ask // advise. Teacher checks the functions of theses utterances. Activity 3: Aim: To practise using the passive voice in reported speech with the functions of instructing. 2. Exercise II. In pairs. They then listen to the story to confirm/disconfirm their predictions. What effect does this have on meaning? Why use the passive here? 6. Teacher checks answers with the class 5.Activity 2 Aim: To practise listening for the main points of a story To practise listening for details in a story To practise predicting subsequent events in a story Procedure: 1.g. recommend 4. 3 reports what St. I didn't know what to do. Put the students into groups of 4 for practice: St. Exercise II. 6. fill in the missing words. request e. Go over the text with the students. If necessary. In pairs the students to check each other's answers. 4. 3. Teacher tels students to listen again and record the direct speech sentences. Allow them to predict what they can from the missing words.
Show how this can be used to pass on gossip about someone: She is rumoured to have murdered her husband believed to have lived in Paris said to be very rich and acknowledged to be very beautiful 5. 5.Activity 4 Aim: To use the passive voice in reporting opinions about a person Procedure: 1. . Students report back on the rumours they have heard. Use the question "What do you know about the new teacher'?" 6. A class milling activity. You want to find out about me so you ask your friends. Teacher draws a picture of a woman on the board 2. Teacher uses self as model. Teacher writes categories on the board & elicits options from the students rumours murdered her husband believe lived in Paris say very rich acknowledge (fact) incredibly beautiful 1. What do you know about me? Imagine I have just come to work at this school. 3. As usual people start talking about her. This is a mystery woman who has just moved into the neighbourhood. but they can pass along rumours . 4. 4. Do they know? No.
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