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LESSON PLAN

TEACHER: SARSAN ALEXANDRA


DATE: 10th March 2010
LEVEL: 8th
TEXTBOOK: Snapshot Intermediate
TITLE OF THE LESSON: They emigrated to the USA- Debate
TYPE OF THE LESSON: lesson of acquisition
UNIT OF LEARNING: Unit 14
SKILLS: By the end of the lesson Ss will be able:
• to practice the vocabulary related to culture and lifestyle
• to identify the differences between our civilization and the
others one
• practice USE TO+ V (short inf.)/BE USED TO /GET USED
TO + - ing
• to give their own opinions about emigration
TEACHING TECHNIQUES: conversation, observation, practice
specific vocabulary
TEACHING MATERIALS: blackboard, pupils’ book
PROCEDURE:

STAGES TIMING ACTIVITIES SKILL(S) INTERACTI T’S ROLE


INVOLVED ON
Chatting in English at the
beginning of the lesson, T
creates an ‘English
language’ atmosphere,
establishing contact
between her and SS, and
helps SS to feel relax. Then
she asks if there are
1. Warm-up 10’ absentees and if they have Speaking T-Ss Monitor
any homework for today. Reading Ss-Ss Conductor
T asks Ss what they think
that the title means.
( THEY EMIGRATED TO
THE USA.)
T draws a spider-web on
the BB and students name
everything that come to
their mind related to
emigration. SS then are
asked to watch some slides
about the emigration.
T invites Ss to discuss
about this topic starting
from their own opinions
about emigration.
• “What do you think
about going away
2. from your ancient
Presentation 15’ home?” Speaking T-Ss Conductor
+ Elicitation • Why do you think Ss-Ss
people often choose
to emigrate?” /“Are
they forced to do
it?”/
• “What anything
else can another
country offer to
us?”
• “What does
actually mean
EMIGRATION?”
-T makes appreciations and
checks Ss pronunciation
- T supervises /supplies
error correction
T and Ss debate the topic,
involving the whole class,
somehow.
T asks Ss to complete the
following sentences with
the correct form of used to,
be used to or get used to
and the infinitive or
gerund(- ing form) of the
verbs in brackets.
Eg. She used to be a nurse
before she was a doctor.
(be)
1. I … my CDs in
order but I don’t
now. (keep)
3. Free 10’ 2. She lives in Los Writing T~Ss Monitor
practice Angeles so she … Ss~T
everywhere. (drive)
3. It’s her first job and
she’s finding it hard
to … smart clothes
every day. (wear)
4. … a diary when he
was in Nepal?
(keep)
5. He … opera but he
does now. (not|like)
6. I didn’t get your
message because
I’m afraid I …my
e-mail. (not|check)
7. My sister can’t …
work so early.
(start)
T asks Ss to imagine they
4. would like to leave their
Organising 10’ country. Why they would Speaking Diagnoser
feed-back do it, and what sort of Writing Accessor
things can be involved in
such a choice.
• “Why would you
go away?”/”would
you like to be an
emigrant all your
life?” (flash cards
with different
countries)
• “What about the
new country?”/
Would you get used
to living as those
people
do?”(customs,
traditions, lifestyle,
etc)
-T makes appreciations and
checks Ss’s pronunciation
- T supervises /supplies
error correction
T and Ss debate the topic,
involving the whole class,
somehow.
Ss are asked to think about
the differences between
5. Setting 5’ Romania and a country Writing T~Ss Accessor
homework they would like to move
and write a short essay. T
explains the topic of the
homework and gives
examples.