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COLEGIUL NAIONAL ION LUCA CARAGIALE, PLOIETI

LESSON PLAN: THE SEARCH FOR ARTIFICIAL INTELLIGENCE


NAME: Pufulete Georgiana
DATE: 17TH February 2014

CLASS: XI G
LEVEL:

TIME: 9:30-10:20

ADVANCED

NO. OF STUDENTS: 32

RECENT WORK:

The students have revised the passive and the causative

They have also dealt with vocabulary related to crime and law, social issues

They have dealt with structures used for discussing problems and offering solutions

LESSON AIMS:

To introduce the theme(technology and artificial intelligence)and encourage language


production, using the clustering method

To get the students involved in a reading task by means of the

To develop the students reading and speaking skills

OBJECTIVES:
By the end of the lesson SS will be able to

Use their knowledge of the English language to read a literary text


Use the English language to express their thoughts and feelings about a text
Use the new vocabulary in context

KEY SKILLS: SPEAKING, READING, WRITING


AIDS/MATERIALS: Worksheets, board, markers, notebooks, pens, textbooks
TEACHING TECHNIQUES: brainstorming, clustering, prediction, discussion
DESCRIPTION OF THE CLASS: The students have been studying English as their first
language and overall they have a good command of the grammar structures and vocabulary.
Nevertheless, apart from a few students who are eager to express their opinions on a given topic,
many are reluctant to speak which sometimes leads to a breakdown in communication. They
seem more at ease in writing. Overall, they are really willing to learn and they like challenges.
Their rhythm of acquisition is fairly rapid.
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COLEGIUL NAIONAL ION LUCA CARAGIALE, PLOIETI

Aim 1 (estimated time: 15 min)


Interaction
CONTEXT
Our changing world
ACTIVITY/CLASS
T greets the class and tries to establish a pleasant
ORGANIZATION

atmosphere. Then T checks homework, which consisted TC


of making some posters about Our Changing World, in
groups. The students had to design their posters to
include information on a given topic like Transport,
natural disasters,technology,environment, relationships..
Then T checks students understanding of the concept of GG
Artificial intelligence by means of the clustering method.

T tells students that they are going to use a tool

TC

that will enable them to speak more easily and


more powerfully, a tool similar to brainstorming.
They are arranged in groups of 5 and asked to

give each team a name.


T shows the concept Artificial Intelligence in
the middle of the worksheet and encourages SS to
answer the question, "What do you think of when

GG
SC

you see these words?". SS have to cluster these


responses, radiating outward. When they have
finished writing down their responses, one leader
of each group will have to come to the front of

the class and report their answers.


In the end the teacher asks the students the SC
following question Would you like to have lived

AIDS
LANGUAGE
POSSIBLE

in the 19th century? Why/Why not?


Worksheets, board, markers, posters
All and any, especially Science and technology related words
SS may have problems with understanding the concept of clustering,

PROBLEMS

but it will be covered by giving them the explanations necessary and by


eliciting a few examples from the class before they start working by
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COLEGIUL NAIONAL ION LUCA CARAGIALE, PLOIETI

themselves.
Aim 2 (estimated time: 20 min)
Interaction
CONTEXT
Great Expectations-MrWemmicks Castle
ACTIVITY/CLASS
T writes the word expectations on the board and
ORGANIZATION

tries to elicit a definiton of this word. Then T asks TC


students which are their expectations. Next
students have to read a short extract about
Charles Dickens and Great Expectations. After
they have read it, T asks them the following
questions:
1. What do you think it is the moral of Great
Expectations ?
2. Why has Dickens given his novel this

S,S ,S

title?

T tells SS that tehy are going to read the text in


their textbooks and explains the method of the
double journal entry. Students have to write down PW
phrases or sentences from their assigned reading
and then write their own reaction to that passage S-C
with the a view to give students the opportunity
to express their thoughts and become actively
involved with the material they read.
1. Students fold a piece of paper in half,
lengthwise.
2. In the left hand column, the students write a
phrase or sentence from the selection that was
particularly meaningful to them, along with the

COLEGIUL NAIONAL ION LUCA CARAGIALE, PLOIETI

page number.
3. In the right hand column, the students react to
the passage by writing personal responses to the
quotes on the left. The entry may include a
comment, a question, a connection made, or an
analysis.
4. After finishing their entry, SS give their paper
to the person next to them who will have to
read the comment and try to guess what the
paragraph in the text is, giving reasons for their
opinions
5.

Some pairs report their findings to the whole

AIDS
LANGUAGE
POSSIBLE

class and teacher gives feedback.


Worksheet, textbook, notebooks
All and any
SS may have problems with identifying the correct paragraphs in the

PROBLEMS

text, but it will be covered by asking their partner different questions in


order to make it clearer. Also, T can help students whenever they do not
know a word or find it difficult to express themselves.

Aim 3 (estimated time: 15 min)


Interaction
CONTEXT
Great Expectations-MrWemmicks Castle
ACTIVITY/CLASS
Students will be organized in groups. They will
ORGANIZATION

be asked to match the highlighted words in the GG


passage with their synonyms. After T checks the S-S
answers with the whole class, the students are T-S
asked to write a short description of Mr.
Wemmicks house using the words in the text.
Students then compare their answers with those

of the other groups.


T writes the following quotations on the

COLEGIUL NAIONAL ION LUCA CARAGIALE, PLOIETI

blackboard:
Home is where your heart is.
A house is made of walls and beams, a house is
built with love and dreams.
House is a place you grow up wanting to leave
and grow old wanting to get back.
If time allows it, students are asked to pick one of
them and say if they agree or disagree with it,
giving at least one reason for it. The activity
should also be done in groups. As homework,
students are asked to write an opinion essay about
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LANGUAGE
POSSIBLE

one of them.
textbook, markers, board, notebooks, pens
All and any
SS may have problems matching the synonyms. It will be covered by

PROBLEMS

peer correction or by teacher prompting.