Date: 19.01.2006
Class: VIII A
Level: Upper intermediate
Book: Highflyer
Unit 10. Myths and legends
Lesson 2: Annie Oakley; grammar: too and enough
Time: 50 min

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

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.
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

To brainstorm ways of communicating (people and animals) 2. To enrich vocabulary connected with communication . S>S.) . S 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. of students: 21 Textbook: English Factfile (5th year of study) Unit 9: Communication Lesson 1: Talking and telephoning Time: 50 mins Lesson Aims: 1. 15 page 45 Aim: to provide further practice Procedures: T explains Ss write down Time: 2 min Interaction: T>Ss EXAMPLE 2 LESSON PLAN Name: Ioana Antohi Date: 11.) 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.Interaction: T>Ss. S>T Activity 4: Teaching grammar Aim: to understand the use of too & enough in the following structures: Too + adj.04 Grade: 6A No. (+ to inf. S>T Activity 6: Homework: Written assignment – Ex.06. (not+) adj. + enough(+ to inf.

page 76) Aim: To listen for specific info Procedure: .3. cassette. T>S Activity 4: Sending messages ( ex. Toemphasise the role of body language in communication 4. To develop fluency Materials: Textbook. 2.T helps and checks Time: 5 mins .T initiates the game by miming an activity .T gives messages on pieces of paper .miming game Aim: To introduce the topic and create a pleasurable atmosphere Procedure: . write in notebooks . 3 page 76) Aim: To use body language and sounds to send messages Procedure: . to develop fluency Procedure: .T checks Ss' answers.Ss answer qs.T elicits the topic of the lesson. To listen for specific information 7 .T elicits answers to the questions 1) 'How do we communicate?' 2) How do animals communicate?' .Ss have to guess the activity .a S reports the message to the T Time: 10 mins Interaction: S>S. gives feedback Time: 5 mins Interaction: S>T. writes the title on bb .4b-page 76) Procedure: . blackboard Activity 1: Warmer .Ss decode the words . To use body language in giving messages 5.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. S>T Activity 5: Brainstorming vocabulary (Means of communieation-ex.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.Ss listen to the-tape and complete the chart on worksheets .Ss work in pairs . To express likes and dislikes 8. To decode messages using letters and numbers 6.

’ Aim: To develop writing skills Procedure: T explains the task. dislikes and personal opinions Procedure: . Time: 5 mins Interaction: T>Ss . to express likes. T>S Activity 6: Class discussion Aims: To develop fluency. S>T Activity 7: Homework: 'Write a paragraph about your favourite way(s) of communication.Tasks Ss to take part in a discussion .Ss answer T’s qs and express likes. dislikes and personal opinions connected with ways of communicating and means of communication Time: 15 mins Interaction: T>S.Interaction-: S>T.

The Beatles. b.) Context SS' own general culture .) Language Ss should concentrate on using relative clauses.EXAMPLE 3 LESSON PLAN <HENRY VIII> A. To prepare a description of a famous personality.) Activity / SS are asked to agree on describing a famous person whose name class organisation the receive on a card. 5. B. Recent work    The students have been studying Defining and Non-Defining Relative clauses. Writing complete Defining and Non-defining relative clauses about famous people (Le. or shorten the activity if that seems appropriate. 3. the body scanner. c. To listen for specific information (II). . 2. To create interest in the lives of famous people. D. The Seven Wonders of the World). 4. each card contains the name of a famous person All and any d.) Possible problems T will be ready to prompt if necessary. etc. to promote discussion. on Wednesdays. Objectives 1. To listen for specific information (I). Description of the class and lesson Level: INTERMEDIATE Students between the ages of 12-14 The lesson takes place from 1-2 p. Listening work (listening for detailed comprehension) (Le. SS have completed approximatelv 400 hours of English.) Aids Name cards. C.) and places (Le.m. Ludwig van Beethoven. SS are generally enthusiastic and eager to learn new things. the first heart transplant).famous people Discussion in small groups. e. Contents Objective 1: estimated time: 5 minutes a. Ss may not have much to say. To raise expectations and create involvement in a listening task.

Objective 3: (estimated time: 15 minutes) a.) Context "Creating expectations" about the life of Henry VIII. chalk. JANE SEYMOUR 4.) Possible problems Bb. e.) Aids d. 1. chalk. man woman child marriage divorce death 2. Some Ss may not be able to answer all the questions. child incorrectly. c. T leads the feedback session and discusses with the class.) Activity / Ss get a chart which they have to fill with info from the text. ANNE BOLEYN 3. tape. How many children did Henry have? 3.) Language All and any. Ss get a set of words and they should think class organisation of a possible short story including them all. What did Henry most want? Why? c. b. CATHERINE PARR c. CATHERINE OF ARAGON 2. b. chalk. ANNE OF CLEVES 5.Obiective 2: (estimated time: 10 minutes) a.) Aids Bb. CATHERINE HOWARD 6.) Context A text about the life of Henry VIII. woman. cassette-recorder. b. d. Ss may use the plural of man. T will then promt. Objective 5: estimated time: 10 minutes . T should make sure they understand such forms well.) Possible problems TB. They listen for specific information and class organisation check together to see whether the questions have been answered in the text. class organisation Name of wife What happened to her? 1.) Language e. All and any. All and any.) Activity / Ss get a first set of questions.) Language e. tape-recorder etc.) Aids d. The whole class contributes with suggestions to T who writes on the Bb all the possible ways of getting rid of a wife. Objective 4: (estimated time: 10 minutes) a. How many wives did Henry have? 2. Discussion in small groups.) Context A text about the life of Henry VIII. etc.) Activity / 1.) Possible problems None.

Each group has its definite role. tell what people say about him/her... 3.. the jury decides whether he should or not be sentenced and if yes.the world I/Ss live in.. Finally.) Possible problems Famous people .e.) Aids d. describe him/her.. Additional possibilities 1.) Language e... b. what he/she is famous for. A debate . .. what sentence would be the best.) the jury.. The first two groups prepare arguments for and against the defendant ..) Activity / class organisation c. Ss might not know much about famous people.. 2.. Focus on Relative clauses.) Context b.Henry VIII.... 4.a.) the defence attorneys.Ss are divided into groups: a... SS choose one personality and prepare a short speech about that person." 2.. who he/she is. Elvis Presley. The points they must focus on are: 1..) the prosecutors. None.. T has some information about other famous people (i. c. Lady Diana to help out just in case. A co-operative writing exercise in which Ss (in groups) write a story starting: "Once upon a time there was. E..

a pretty. She was a good wife and she was brave. Unfortunately. flowing hair. Three weeks after the divorce. three years later. Unlike his father. Henry married Catherine of Aragon. This was a short marriage because Henry divorced Anne in the same year. Henry got tired of Anne and of waiting for a son. Henry married Anne of Cleves. Henry had grown old and fat. For political reasons. In May 1536 Anne was beheaded and only eleven days later he married his third. too.Henry VIII IN THE YEAR 1509 Henry VIII became king of England. died. J ames himself wras killed in the battle. Henry VIII maintained a magnificent court and spent a lot of money on wars. Henry married a young girl with black eyes and. she loved somebody else and it was not difficult for Henry to find out. in 1540. a king who was clever with people and careful with money. The king decided to make himself head of the Church of England and as soon as this happened he was free to divorce Catherine. but again it was a daughter. Henry wanted to divorce Catherine and marry somebody else because he longed for a son. She was rather ugly and when Henry first saw her he said 'I like her not'. . divorced or survived. They were happy together at first. Jane Seymour. wife. In 1513 while Henry was fighting a battle in France. Mary. Time was passing and they did not have a son. James IV. Elizabeth. he needed the oonsent of the Pope in Rome. He accused her of unfaithfulness and she was found guilty. As England was a Catholic country. an heir to the throne of England.not agree to Henry's divorce and this made him very angry. Catherine did not love the king. Henry needed someone to look after him and in 1543 he met Catherine Parr and married her. Soon. He was the son of Henry VII. long. except their daughter. Her name: was Anne Boleyn. She gave him a baby. Old and sick. She gave him the son he wanted so much. The result? She was beheaded in 1542. Two weeks before he was crowned. by this time. Why do you think this king is so well known? Read the text again. Copy and complete the chart with the words beheaded. Jane was a plain. Jane fell ill and died leaving Henry heartbroken. died a few weeks after they were born. the Scottish king attacked England. All their babies. from which England had little to gain. simple girl but Henry really loved her. the king married Catherine Howard. They called him Edward. But the Pope did . Catherine got an army together and the Scots were defeated. Catherine was good with the king's children and everything seemed to be all right. One thing was wrong with Henry and Catherine's marriage. 1 2 Read as you listen to the story. young girl Unfortunately. but soon Henry died leaving behind his wife and iliree children.

Procedure: 1. 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. He feels a coldness surrounding him.: A noise was heard coming from the bushes Reported speech patterns with the functions: instructions. feel. To review the following passive structures: S + vb (Passive) -. He gets up and slowly goes downstairs into the garden.. 5. is asleep..g.. smell.g. In pairs.. Lesson 3 Aims: 1. advice e.. Students read their opening to the rest of the class.Pres( ent) Part(iciple) with verbs of physical perception e. living alone in the old house. Mr Jarvis.g. Students (in pairs) transform these active sentences into the passive forms What difference do the transformations make? 6. He moves closer . hear.. To demonstrate transformations from active to passive within a context To allow students to use these passive structures to create mystery effects. hear. requests. Suddenly.EXAMPLE 4 LESSON PLAN NOTES: "Perspective on English": Unit 5.. He smelled the stench of death and decay coming from the hole.... He heard a strange noise coming from the garden. Introduce the verbs in a story context: While-listening task: This story is a romantic / ghost / detective story. Review with students verbs associated with verbs related to the senses: feel. Students listen again and in pairs identify and write down the 4 sentences which use verbs of the senses. 4. The boy was advised to leave early Reporting what people say about someone e. 3.: She is believed to be very rich 2. Suddenly. taste. There was a large hole in the lawn. smell. he sits up in bed." 7. 2. .. he sees a large black shape moving across the grass. Teacher writes the sentences on the board. 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.. Story: It is night-time and the moon shines eerily over the garden of the old half ruined mansion..

What effect does this have on meaning? Why use the passive here? 6. Is deaf so he says to St. instruct.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. Predict which ones are likely to be correct. They then listen to the story to confirm/disconfirm their predictions. Look at the text book: Unit 5." To the other woman she said: "You should stand in the corridor to get cool. order // ask // advise. In pairs. request e. Exercise II. In pairs the students have to check each other's answers and. Allow them to predict what they can from the missing words. 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. 3. listen to the text again. Teacher checks them and writes them on the board. I didn't know what to do. 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. if necessary. Procedure: 1. advice) Ask for verbs to express the functions: tell. Listen to the story to confirm or disconfirm the predictions. Exercise II. Tell them to listen to the story and as they do.2. (Request. . recommend 4. Suddenly an old man sitting. Teacher checks the functions of theses utterances. Check answers with partner. Teacher provides a narrative context: "I was travelling to Constanta last summer by train and it was incredibly hot.3. 2. Teacher checks answers with the class. requesting and advising someone. 1 Provides an utterance based on one of the functions advice. Exercise II. 3 reports what St. Students to put the direct speech statements into reported speech in writing 5. If necessary. Teacher checks answers with the class 4. Lesson 3 Exercise: II. order. Students to look at the multiple-choice answers. 3. Teacher tels students to listen again and record the direct speech sentences.in the corner shouted: "Close that window!".l said: "He told you to stand up" St. 6. students read the alternative endings and select one. In pairs the students to check each other's answers.3 "What did he say?" St. Teacher checks answers with the class. order. An old lady put her arm on my hand and said: " If I were you I'd close it. fill in the missing words. Go over the text with the students. Put the students into groups of 4 for practice: St. Transform these active statements into passive voice. 4.g. Activity 3: Aim: To practise using the passive voice in reported speech with the functions of instructing. "Stand up!" St 2. listen to the text again. 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.

Teacher writes categories on the board & elicits options from the students 1. A class milling activity. This is a mystery woman who has just moved into the neighbourhood. You want to find out about me so you ask your friends. 5. As usual people start talking about her. Teacher uses self as model. Teacher draws a picture of a woman on the board 2. rumours murdered her husband believe lived in Paris say very rich acknowledge (fact) incredibly beautiful 4. . Do they know? No. What do you know about me? Imagine I have just come to work at this school. Students report back on the rumours they have heard. but they can pass along rumours . 3. 4. 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. Use the question "What do you know about the new teacher'?" 6.Activity 4 Aim: To use the passive voice in reporting opinions about a person Procedure: 1.