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LESSON PLAN

Teacher : Grigoras Elena Nellica
Institution: Scoala Gimnaziala nr.1 Ghermanesti
Grade : 7th ( 5th year of study)
Coursebook : Snapshot Pre-Intermediate (Longman)
Unit 11: Unless I get to bed, …
Topic: Predictions and future possibilities
Type of lesson: mixed
Skills: speaking, writing, reading, listening
Methods: conversation, explanation, dialogue, exercise
Classroom interaction: individual work, pair – work, Group work
Teaching aids: blackboard, chalk, handouts
Aims:
 to check and improve vocabulary
 to check and improve pronunciation
 to make students confident in themselves when speaking a foreign language
 to create a warm atmosphere
 to encourage students to get involved in the conversation.
By the end of the lessons , Ss will be able to:
 identify, formulate and use the verbs will/won't, may or might for predictions
 talk about future possibilities
 add I think, definitely, probably to their questions and answers
LESSON STAGES:
I.
Warm up : The teacher checks the presence and the homework.
Interaction: T-S
Technique: FW
Materials: blackboard, notebooks
Time: 2’
II.
Activity 1 – Picture exploitation
Background notes
Bowling (Tenpin Bowling) has been a popular indoor game for a very long time. We know that it was
played in Egypt as early as 5200 BC. The rules for the modern game were
standardised in the USA in 1895. You try to knock all the pins down with two balls. If you succeed with
only one ball you score more points. Any number of people can play
the game. The 60s was a time when young people in the USA and Europe became particularly
rebellious and frequently went on demonstrations and political marches - at the end of the decade there
were riots in Paris. Rock music became very popular and provided a focus for rebellion and also a way
of experimenting with new ideas. It was based on the Blues music of black American musicians.
Particularly popular rock bands included the
Who, the Byrds, the Rolling Stones and Jimi Hendrix as well as the Beatles. Solo artists, such as Janis
Joplin and Otis Redding, were also popular. Young people tried to make their clothes as outrageous as

pins. too. pausing for Ss to practice the phrases.Useful phrases (ex 3 page 65) With books closed. T asks Ss: Who are the people in the picture? Where are they? What are they doing? What are they wearing? Are they wearing any special clothes for bowling? T uses the picture to teach some bowling vocabulary. e. S-T Technique: FW.. ball. Interaction: T-S. notebooks. S-T Technique: FW. Activity 3 – Comprehension In pairs. IW Materials: blackboard. T plays the tape for Ex 3. The only trouble is .g. T asks Ss: Who said them? Ss discuss this in pairs. T elicits ideas from the whole class. Who is learning to bowl? (Tom) When is Tom on the early shift?(Friday). T checks the meaning of the phrases and answers any questions Ss have.. Answer key I was wondering . Ss read the True/False questions in the SB and read Ex 1 again to find the answers. Activity 2 – Listening + Reading (Ex 1 page 64) T gives Ss some general questions. T goes through the answers with the whole class. Jake Nicola Nicola Tom . SB Time: 5’ V. notebooks. IW Materials: blackboard.. T writes the phrases jumbled on the board. Ss read the dialogue in Ex 1 again to check. IW Materials: blackboard.g. SB Time: 5’ IV. Answer key IF 2 T 3 T 4 DK 5DK 6F Interaction: T-S. All right. Big hairstyles were very popular and the girls often wore very short skirts .. S-T Technique: FW. Activity 4 .. T asks Ss: What do you think the television screens are for? (To keep the scores) Have you ever done any bowling/been to a bowling alley? Interaction: T-S.mini-skirts. notebooks. a strike. T plays the tape again if necessary.they could. T elicits the answers from the whole class. It's a deal. e. SB Time: 5’ III. Can you do me a favour? It depends . T plays the tape while Ss read the dialogue and find the answers to the questions..

Tom Tom .

Homework preparation Ex 6 page 65 T discusses this briefly with the whole class. /. notebooks. leaving gaps for will.be at school tomorrow. they won’t. Activity 6 – Practice T uses question 1 as an example with the whole class to show Ss how they can add I think. T elicits a question from the class. e... PW. definitely.g.. notebooks. T asks: What do you think will happen between Nicola and Jake? Will they have a good evening? Why/why not? Ss prepare their ideas in pairs. e. In pairs. Interaction: T-S.. S-T Technique: FW. notebooks.. It….I. No.the next World Cup. S-T. Activity 5 – Grammar snapshot (Verbs will/won't. SB Time: 5’ VIII. as a final check. Ss read the examples in the SB.g.. e. T drills the sentences briefly if necessary.. may or might. T asks one or two Ss to read their paragraph to the class for feedback. may or might for predictions) With books closed. checking the degree of probability.be at school tomorrow. Ss think of three questions of their own. T asks Ss to ask and answer across the class. notebooks. IW Materials: blackboard.g. S-T Technique: FW.GW Materials: blackboard. T asks Ss to decide how to fill the gaps. Ss ask and answer the questions. etc. IW. S-T Technique: FW.. they will. They ask and answer across the class for more practice. Remind Ss to use the language from the Grammar snapshot and Ex 5.rain this weekend. Interaction: T-S.. S-S Technique: FW. Is this definite? (No) Is it possible? (Yes) T checks Ss understand that may and might have the same meaning here. e.. Interaction: T-S. e. SB Time: 5’ VI.Interaction: T-S. If the class is large. T elicits answers from the whole class.g. Ss can practise in groups. probably to their questions and answers.. T writes some sentences of her own about the future on the board. IW Materials: blackboard. or individually for homework.g.b Ss write in class in pairs or small groups. Is this definite? (Yes) It …./ They probably won’t .. IW Materials: blackboard.g. They may/might. T asks Ss: Can you think of any more questions (to add to those in the SB)? In pairs. Ss discuss this in small groups. T elicits the negative forms from the whole class and practices briefly.. T practices across the class in open pairs. e. SB Time: 12’ . Yes.I think they'll . T elicits the answer to the question What is the difference in meaning? as a final check. SB Time: 10’ VII. Will Italy win the next World Cup? Ss ask across the class to establish the question form and the short answers..