LESSON PLAN

DATE: 1st April 2015

GRADE: 7th C
TIME: 50 minutes
TEACHER: ANCUTA PODINA
TITLE OF LESSON: PHONE MESSAGES
TYPE OF LESSON: INTRODUCTORY

AIMS: 1) to enable student to revise vocabulary for communication

2) to enable students to use language needed for a telephone
3) to enable students identify adverbs of manners and to use them

TEACHING AIDS: - the book

-handouts

SKILLS: -speaking
-reading
-listening
-writing

STRUCTURES: -statements: -interrogative

-affirmative
- negative

TYPES OF INTERACTION: -teacher-whole class

-teacher-student
-student-teacher
-student-student

CLASS MANAGEMENT:-whole class

-pair work
-group work
-individually
 ORGANIZING MOMENT:

T- prepares the teaching aids

-asks if there are absents

WARM UP: Time: 5 minutes

Interaction: whole class

T- sets the context of the lesson before Ss open their books by asking the following questions

-I have something in my bag which I think it’s necessary for me. What do you think it is?

-How do you communicate with your friends?

-How did the people in the past communicate when there were no mobile phones?

-What other forms of communication do you know?

- How do radio, television and the telephone influence communication between people?

S-try to answer this question

T-asks Ss to open their books

- announces the new subject : Phone Messages

ACTIVITY 1: TIME: 3 minutes

INTERACTION: individually

-asks the Ss to look at exercise 1 on page 68

-You have to unscramble these words to find different forms of communication

-Gives an example: gamainez= magazine

Ss-do this

T- asks how many have got six answers. Gets a S who has all the six to say them aloud so that
others can check
 ACTIVITY 2: Time: 5 minutes

Interaction: pair work

T- asks the Ss to look at the picture from exercise 2.

What kind of telephone is it?

Have you ever used one?

How can it be operated?

- elicits either by coins or by phone cards

-asks the Ss to read the instructions for using a public telephone and put them in the right order

- asks Ss which of the instructions comes first and elicits the answer: e)

S- do this in pairs

T-verifies the answers

ACTIVITY 3: Time: 5 minute

Interaction: group work

T- asks the Ss to look at exercise 2b on page 68. Here you have some expressions for phoning.
You have to match the two halves of the telephone expressions.

- asks the Ss to look at the first one. What does it say?- Speak slowly

-find the other half- and clearly, please

-asks the Ss to do this

S-complete the exercise

T-verifies with the whole class

ACTIVITY 4 Time: 12 minutes

Interaction: pair work

T-look at exercise 3 on page 68

-writes the words on the board: 1) Speak/ slow

2) Speak/ polite

3) speak/clear

-asks: What kind of words are slow, polite and clear?

-elicits: adjectives

-asks: Can we say Speak slow?- No, we can’t. We say: Speak slowly.

-What kind of word is it slowly?

-elicits: adverb

- asks: Now can you tell me the other two examples? Who wants to try?

S-answer

T-asks Ss how are they formed

S- by adding –ly to the adjective

T-asks Ss to look at the Language Focus box.

Ss-read the information in the Language Focus box

T-points out the changes in spelling with adjectives ending in –y; highlights the irregular
adverbs and draws the Ss attention to the fact that verbs like look, smell, sound, taste and feel
are followed by an adjective

-asks Ss to do exercise 3b on page 69 where they have to choose the right word.

S- do the exercise

T-checks it with the whole class

T- gives Ss a handout

-asks Ss to do the exercise

S-do the exercises

T-checks with the whole class

HOMEWORK: a handout

FEEDBACK: thanks Ss for their cooperation