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LESSON PLAN

SCHOOL: N. C. CONSTANTIN CANTACUZINO TARGOVISTE TEACHER: VSII ELENUA SUBJECT: ENGLISH GRADE: 9TH C COURSE BOOK: GOING FOR GOLD UPPER INTERMEDIATE NB.OF HOURS/WEEK: 5 UNIT: 5 TOPIC: GADGETS TITLE OF THE LESSON: THINGS THAT MATTER TYPE OF LESSON: VOCABULARY TEACHING SKILLS INVOLVED: READING AND SPEAKING COMPETENCES: 1. 2. 3. 4. 5. 6. 7. Ss will be able to speak about important inventions Ss. will be able to listen to some sounds and identify them Ss. will be able to identify some objects Ss will be able to read for specific information Ss will be able to use vocabulary related to gadgets Ss will be able to describe some weird gadgets and discuss about them Ss will be able to invent a gadget

AIDS: flipchart, course book, handouts, DVD, video projector, pictures CLASS MANAGEMENT: PAIR WORK, GROUP WORK, INDIVIDUAL

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ACTIVITY 1 WARM-UP INTRODUCING THE NEW TOPICCOMPETENCES: 1. Ss will be able to speak about important inventions CLASS MANAGEMENT: PAIR WORK, TEACHER-STUDENTS INTERACTION AIDS: FLIPCHART, PICTURES TIME: 5 PROCEDURE: The teacher announces the objectives of the lesson and writes down the title and the date on the white board .The teacher asks the students to work with a partner and think of the ten most important inventions of the last 50 or 100 years. They should also think about some other inventions that havent been made yet, but which they think would revolutionise their lives. They should explain why such an invention would be useful to them.

ACTIVITY 2 LEAD IN -PRE-READINGCOMPETENCES: 1. Ss. will be able to listen to some sounds and identify them 2. Ss. will be able to describe some pictures 3. Ss will be able to use vocabulary related to gadgets CLASS MANAGEMENT: INDIVIDUAL, TEACHER-STUDENTS INTERACTION AIDS: COMPUTER, VIDEO PROJECTOR, HANDOUTS TIME: 5 PROCEDURE:

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The teacher asks students to listen to some sounds made by different household objects and to identify them. The teacher shows them some pictures and asks them to identify the objects. The teacher has a free conversation with students and they may be asked questions like: Can you name the objects in the pictures? What is the specific name for all the objects? Can you give a definition of the word gadget? The students answer freely.

ACTIVITY 3 TRANSITION TO THE NEW TOPIC -WHILE-READINGCOMPETENCES: 1. Ss will be able to use vocabulary related to gadgets 2. Ss will be able to read for specific information CLASS MANAGEMENT: GROUP WORK, STUDENT- STUDENT,TEACHER-STUDENTS INTERACTION AIDS: COURSE BOOKS, COMPUTER, VIDEO PROJECTOR TIME: 10 PROCEDURE: The teacher then announces that the students are going to read the article on page 46 individually and match the descriptions with the gadgets. The teacher asks them which words or expressions in the article helped them to do this. The students are asked to work in groups and decide when these gadgets were invented. The students check their answers with the teacher.

ACTIVITY 4 DEVELOPMENT COMPETENCES: 1. Ss will be able to use vocabulary related to gadgets 2. Ss will be able to describe some weird gadgets and discuss about them 3|Page

CLASS MANAGEMENT: GROUP WORK, PAIR WORK,STUDENT-STUDENT INTERACTION, TEACHERSTUDENT INTERACTION AIDS: HANDOUTS TIME: 15 PROCEDURE: The teacher asks students to work in groups. Every group receives the description of one gadget and the students are asked to read about their gadget and describe it to the class. Then the teacher asks the class to put them in order from the best to worst, most / least useful etc. The students answer freely. ACTIVITY 7 FEED BACK COMPETENCES: 1.. Ss will be able to invent a gadget CLASS MANAGEMENT: GROUP WORK AIDS: FLIPCHART SHEETS OF PAPER, PENCILS, COLOURED CRAYONS TIME: 15 PROCEDURE: The teacher introduces the task by asking questions such as : Do you think the inventors of gadgets make a lot of money? What sort of person would be a good inventor? How do you think people come up with new ideas for gadgets? Etc. The teacher divides the class in groups and indicates that they are going to invent a gadget. The teacher monitors carefully and is available to support students and supply them with new vocabulary. The students discuss their ideas with the group and then decide which the best idea for a new gadget is. When they have decided, they have to draw the gadget and write a short description about it. They have to name their gadget. The students present the works to the other students. The teacher appreciates the students performance and asks students to fill in feedback files about the lesson, the teachers performance, the range of their ability in using the new vocabulary. 4|Page

Gupi the interactive guinea pig An electronic guinea pig that feels and acts like a real guinea pig. It can play, walk around without hitting things and it can even find its way out of a maze. If you look after Gupi, it will be your friend and play with you. If you abandon Gupi it will hide in a dark corner of the house. When Gupis battery is low, recharge it through a carrot shaped battery!

Flu Fleur Flower This is a cyber plant that doesnt need water or light. It is a pink flower that opens when it hears sounds. It also glows! Its perfect for people who work in dark offices and cant have real flowers.

TV-B-Gone This is a small gadget you put on a key-ring. You press a button and it switches off any television within seven metres. In the United States it is a really popular gadget. People use it to switch off TVs in restaurants, airports etc.

The Chocolate Fountain This gadget is for chocoholics! You put blocks of chocolate in the pan at the bottom, switch it on and the chocolate melts, goes up the centre of the fountain and then falls down. You can put fruit and biscuits under the fountain of melted chocolate. Yum!

Electronic Sudoku Game If youre a puzzle fan this gadget is for you. It has 10,000 Sudoku puzzles in different levels of difficulty. Its quite small and looks like a game-boy so you can do the puzzles anywhere and at anytime without even needing a pen.

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