DAILY LESSON PLAN

Teacher (Student, Mentee, Trainee): Monika Lonjak

Mentor:
School: II. Gimnazija Osijek (Grammar school)
Date: March 27, 2015
Class: 2.c
Topic of the lesson: What the papers say
Type of the lesson: Listening and speaking
Objectives (aims): By the end of this lesson, students will be able to differentiate two main groups of newspapers. They will acquire new
vocabulary items that they will be able to explain, exemplify in a context, and use in sentences of their own. Through some listening tasks, the
will develop their listening skills, practice extracting specific piece of information and report on what they have heard, using indirect speech.

Literature:
Dennison, Paul and Gail (1989) Brain Gym: Teachers Edition. Edu Kinesthetics
Soars, Liz and John (2009) New Headway: Intermediate Students Book. Fourth edition. Oxford University Press
Soars, Liz and John & Sayer, Mike (2009) New Headway: Intermediate Teachers Book. Oxford University Press

Lesson
stag
es/
Timing

Aims (individual
tasks)

INTRO
'5

Procedure (short description of steps)

Methods and
techniques

Social forms
(Classroom
organization)

game, dance,
mingling

whole class

talk

whole class,
individually

Teaching
aids/Materials

Activity 1: BRAIN GYM

As this is the first
class of the day (and
early morning), by
doing some physical
movements, Ss will
wake up completely
and become
motivated for the
rest of the class.

T greets Ss and introduces herself. She then

announces a short session of brain gym
explaining what is it and how it is done: As
you already know, our brain consists of 2
hemispheres that are in charge for different
things, the left one being logical and the right
one creative. So, when you are doing
something, only one small part of your brain
is working. Brain gym is a set of physical
movements that activate both of your
hemispheres in order to enhance your
learning and performance in class. This
program was developed in 1970s by Paul &
Gail Dennison and consists of 26 exercises.
Today, we will try 4 of them. T then orally
explains what each exercise improves and
how it is done. Exercises that will be
performed: brain buttons, lazy 8s, the
elephant, cross crawl (see Description 1).
Activity 2: ANSWERING Qs

'5

By answering some
general questions, Ss

Lesson outline

T instructs Ss to open their books on pg 100

and try to answer questions in tasks 1 and 2.

students book

Didactic
commentary

are expressing their

general knowledge
on the topic and
practice speaking.
Lesson
stag
es/
Timing

Aims (individual
tasks)

Ss answer the questions and comment on

latest news from country and world.
T finally asks what they are going to deal with
today.
Procedure (short description of steps)

Methods and
techniques

Social forms
(Classroom
organization)

Teaching
aids/Materials

Didactic
commentary

MAIN
PART
'10

Activity 1: BROWSING THE

NEWSPAPERS
By doing the task in
groups, students
communicate and
thus practice
speaking, reading,
extracting
information from the
text, and reporting.

Ss acquire some new

vocabulary items
through examples
they found on their
own.

T informs students that there are broadly two

main categories of newspapers in the UK: the
tabloids that tend to focus on less serious
content, also known as red top papers
because of the color used under their main
title. The newspapers associated with higherquality journalism are called broadsheets
because traditionally they used larger formats.
These are also referred to as quality
newspapers.
Ss are divided into smaller groups and given
two newspapers to go through it. As a group,
they have to decide into which category do
their newspapers belongs to, pick an article
and note down anything they find important.
As they are browsing through the newspapers,
T writes key vocabulary items to the board:
reporters, the press, headlines, scandal,
celebrities, press attention, the facts of a
story, to tell the truth, neutral/factual
reporting, angles on a story, column inches,
to make up/invent story.

presentation

talk, working
on a text,
silent
reading,
Q&A

lecture
(teacher-led)

group work

newspapers,
notebooks,
board

T then checks students understanding of

vocabulary items by asking them to exemplify
it with information found in the newspapers. If
needed, T explains the meaning of new items.
Activity 2: LISTENING

'5

'5

Ss practice their
reading/listening/
speaking/writing and
reporting skills.
They also learn some
new vocabulary
items prior to
listening.

Ss practice their
reading/listening/
speaking/writing and
reporting skills.
They also learn some
new vocabulary
items prior to
listening.

T informs students that they are about to listen

to an interview with a singer called Jamie
Seabrook (a fictitious character dealing with
problems typical of high-profile entertainers),
and instructs them to read questions in task 3,
part 1. As they are reading, T writes some
vocabulary items that might be unfamiliar: sellout concerts, be in trouble with the law, rehab,
clinic. She explains it if necessary. Ss listen to
part 1 of an interview and take notes. They
answer questions when called out.

listening,
talk, Q&A

lecture
(teacher-led),
whole class

tape recorder,
students book,
notebook,
board

T then instructs them to study the chart and

read question 6, as she writes other vocabulary
items that might be new: to fall out,
prescription drugs, migraines, do drugs, drink
driving, exhausted, exhaustion. She explains it
if necessary and tells them that Barbara James
is Jamies PA (personal assistant). Ss listen to
part 2 of an interview and take notes. T
encourages them to exchange their answers
with other classmates and plays this part again
if necessary. They answer questions when
called out.

listening,
talk, Q&A

lecture
(teacher-led),
whole class,
pair work

tape recorder,
students book,
notebook,
board

'5

Ss practice their
reading/listening/
speaking/writing
and reporting
skills. They also
learn some new
vocabulary items
prior to listening.

Finally, T instructs Ss to read questions in part

3 as she writes some vocabulary items that
might be new: to become a Buddhist, to
meditate, to deserve attention. She explains it if
necessary. Ss listen to part 3 of an interview
and take notes. They answer questions when
called out.
In the end, T will ask Ss which grammar aspect
they practiced here, while reporting on things
that happened to Jamie. (indirect speech)

listening,
talk, Q&A

lecture
(teacher-led),
whole class

tape recorder,
students book,
notebook,
board

students book

Activity 3: SPOKEN ENGLISH BOX

'3

Lesson
stage
s/
Timing

Ss solve a short
task which helps
them to acquire and
distinguish two
forms.
Aims (individual
tasks)

CONCLU Ss will practice

SION their speaking
skills while
'5
expressing their
own opinion or
some points of
view.

T tells Ss to look at the Spoken English box

and explains the difference between dont mind
/dont care. Ss then solve the short task
following the explanation.

oral/written
practice

lecture
(teacher-led),
whole class

Procedure (short description of steps)

Methods and
techniques

Social forms
(Classroom
organization)

talk, Q&A

individual
work, whole
class

Teaching
aids/Materials

Activity 1: WHAT DO YOU THINK

T asks Ss what their opinion about this
interview and Jamie is. They answer/discuss
questions from final section What do you
think?

students book

Didactic
commentary

Lesson
stage
s/
Timing

Aims (individual
tasks)

EXTRA

'10

Procedure (short description of steps)

Methods and
techniques

Social forms
(Classroom
organization)

Teaching
aids/Materials

working on a
text, silent
reading, talk,
questions and
answers

group work

handouts

Extra activity: TWO SIDES ONE STORY

Ss will practice
their reading skills
while extracting
information from
the text. They will
also practice
indirect speech
while reporting on
events from
articles.

Students are divided into smaller groups and

given 2 articles that are describing the same
event (see Appendix 1 and 2). They will have to
read it and extract the most important info. T
will then pose some questions about the event,
and they will have to answer it, if possible (that
is, if they had this info written in their article).
The answering will again point out the fact that
there are always two sides of a same story.

Didactic
commentary

Blackboard organization

WHAT THE PAPERS SAY

reporters
the press
headlines
scandal
celebrities
press attention

sell-out concerts
to become Buddhist
be in trouble with the law
to meditate
rehab
deserve attention
clinic

the facts of a story

to tell the truth
neutral/factual reporting
angles on a story
column inches
to make up/invent story

to fall out
prescription drugs
migraines
do drugs
drink driving
exhausted (adj.)
exhaustion (n.)

to

Description 1
BRAIN BUTTONS
This exercise increases blood flow to the brain, which switches it ON and thus improves your
attention.

stand up

position one hand so that there is enough space between

your thumb and index finger to form a letter L
Place your index finger and thumb into slight indentions
below the collar bones on each side and press lightly in a
pulsing manner
At the same time, put your other hand on the lower part
of your stomach

LAZY 8s
This exercise improves visual attention & eye mobility needed for reading.

stand up straight
stretch your arm in front of you and start drawing
an infinity sign
do 3 repetitions counterclockwise first and then
clockwise with each hand and then with both
hands
follow your hand(s) and slightly move your head,
while your neck and shoulders remain relaxed

THE ELEPHANT
This exercise activates all areas of your mind and body system.

stand up
place your left ear on your shoulder and stretch
out your left arm (like an elephant trunk)
perform an infinity sign with your arm (like in
lazy 8s)
switch arms after 3 repetitions

CROSS CRAWL
This exercise helps to improve spelling, writing, listening, reading and comprehension by
coordinating left and right hemisphere.

stand up
place your right hand elbow to your left knee as
you raise it
do the same with your left elbow and right knee
repeat these two movements as if you were
marching