SCHOOL: Liceul Tehnologic “Dimitrie Bolintineanu”

NAME: Cirstea Silvia Mihaela

LESSON PLAN

DATE: 21st May 2021

CLASS: 10th H (Economics – 2 classes/week)
STUDENTS: 30

TIMING: 45’
TEXTBOOK: Inside Out Intermediate
UNIT: News
LESSON: Personal News

TYPE OF LESSON: Enrichment and consolidation of language and skills

SKILLS: Speaking, Reading, Writing, Listening
INTERACTION: Teacher-student, student-teacher, student-student, pair work
AIDS: Laptop, worksheet, power point presentation, online resources
https://www.youtube.com/watch?v=CS6ZC5AOcyA
TEACHING TECHNIQUES: conversation, explanation, role play

POSSIBLE PROBLEMS:

-some students might need further help and extra indications in solving the tasks and they may also
need some of these indications to be given in Romanian;

-some students might feel nervous and reluctant to participate in the activity, so they may need
assistance;

ARGUMENTATION: Speaking lessons give the learners a chance to become more fluent and
confident, based on the belief that giving the learner an opportunity and
encouragement to speak will be useful and the students can “learn to
speak by speaking”
SPECIFIC COMPETENCES:
1.2, 1.3, 1.4
2.5
3.1

LESSON AIMS:
1. to expose students to an authentic life situation
2. to allow students to practice speaking skills
3. to correctly use phrases in a specific context
4. to simulate communication in real life situations.

OBJECTIVES: 1. Students will have developed their speaking skills.

2. Students will get a better awareness of phrases used in a specific context
(giving
and responding to personal news).

EVALUATION: - continuous –through observation and analysis of answers

- direct oral evaluation through role play

STAGES:
ACTIVITY 1: Warm up
Aims: - to encourage students’ involvement
Procedure:
Teacher’s activity: Teacher greets students and asks them questions about their mood to encourage
speaking. The students answer the teacher’s questions. The teacher checks the attendance and then she
checks homework and the students correct the mistakes, if necessary.
Interaction: T-Ss, Ss-T, whole class
Timing: 2’

ACTIVITY 2: Lead-in
Aims: - to reinforce pre-taught knowledge and to warm students up
- to introduce the topic: Personal News
Procedure:
Teacher’s activity: The teacher refers to the previous lesson by reminding students of the application
of passive voice in news headlines. The teacher asks the students if these types of news pieces affect
them emotionally in any way? After eliciting answers, the teacher asks students what kind of news
affects them or others? Expected answer: personal news. Then the teacher asks the students: How do
we give/respond to good/bad news in English?
The teacher informs the students that they are going to watch a video. She instructs them to pay
attention and try to extract what the people say in response to good and bad news and write them in
their note book.
Students’ activity: Students answer the teacher’s questions. The students watch the video and write
down what they hear.
Interaction: T-Ss, Ss-T
Timing: 10’

ACTIVITY 3: Introducing phrases

Aims: - to allow students to become familiar with the phrases used in the specific context
Procedure:
Teacher’s activity: The teacher asks the students to read out loud what they have written in their
notebook and when the words are used. The teacher runs the power point presentation giving
explanations about the use of these phrases
Students’ activity: Students watch the presentation
Interaction: T-Ss, Ss-T
Timing: 10’

ACTIVITY 4: Becoming familiar with phrases used in the specific context

Aims: - to correctly use vocabulary connected to the topic
- to understand the context in which the vocabulary is used
Procedure:
Teacher’s activity: The teacher distributes the worksheets and asks the students to solve the first
exercise. She elicits answers from students. Next, she asks two students to read the dialogue in ex. 2. At
the end she asks the students what they think. She plays devil’s advocate and says that Ken has
responded very well to Steve’s news. She asks the students if they agree. When the students contradict
her, she asks the students how he should have answered.
Students’ activity: The students write down in their sheets and share their answers with the class.
They read the dialogue and then answer the teacher’s work in pairs and prepare the dialogues.
Interaction: T-S, S-T
Timing: 10’

ACTIVITY 5: Role play

Aims: - to simulate real life situations
- to allow students to practice the knowledge acquired in the previous activity and improve
their speaking skills
Procedure:
Teacher’s activity: Teacher divides class into pairs and asks each pair to look at the situations
mentioned in exercise 3 on their worksheet, choose a situation and think of what they would say in
such a situation. She allows the pairs to prepare for 3 minutes then asks the students to act out the
situation they have chosen.
Students’ activity: The students act out the situation they have chosen from the exercise
Interaction: Ss-Ss
Timing: 10’

ACTIVITY 6: Feedback
Aims: -to allow students to self-evaluate
Teacher’s activity: The teacher asks the students which of their mates’ role play sounded more
genuine.
Students’ activity: Students give opinions about what they heard.
Interaction: T-Ss, S-S
Timing: 2’

ACTIVITY 7: Assigning homework and evaluation

Teacher’s activity: The teacher assigns homework: exercise 4 from the worksheet.
Then the teacher makes some appreciations concerning students’ involvement in the lesson and gives
them marks. The students listen to the teacher’s observations.
Interaction: T-Ss
Timing: 1’