Module 4. Lesson Plan

• Teacher: TUDOR ANA

1. School: Şcoala Gimnazială “Liviu Rebreanu” Mioveni

• Date: 22nd October 2012

• Grade: 8^th class C

• Time of Lesson: 50 minutes

• Level: Intermediate

• Textbook: High Flyer, Longman

• Skills covered: Speaking, writing and reading

• Title of the Lesson: Did you know...? – Revision of modals II

• Type of Lesson: Revision of modals II: should, shouldn’t, ought to, will, won’t, may, might and could

• Aims:

• - to review and reinforce students’ knowledge in what concerns known modal verbs and the degrees of  comparison of the adjective;

• - to give students practice in the use of modal verbs;

• - to develop students’ ability to correctly communicate in English;

• - to check students’ level of understanding by means of exercises solving.

• Strategies: conversation, teaching, exercise-solving, flash cards

• Aids: textbook, notebooks, blackboard, flash cards

• Types of Interaction:

                                    teacher – whole class

                                    teacher – student

                                    student working individually

                                    teacher – groups of students

• Lesson Stages:

• 1.      WARM-UP (5 minutes)

• Subsidiary Aim:

 -  to introduce students into the atmosphere of the new lesson;

  - to create a good atmosphere;

  - to stir the students’ interest in the lesson.

• Procedure: The teacher greets the students and ask them a few questions about their state of   mind;

                  The teacher asks if any students are absent.

• 2.      LEAD IN (20 minutes)

• Subsidiary Aim:

-         to review and reinforce students’ knowledge in what concerns the modal verbs can ,may, must, will, should and the degrees of comparison of the adjective;

-         to give students suitable examples in what concerns the usage the modal verbs can, may, must, will, should and the degrees of comparison of the adjective.

• Procedure:

-    The teacher goes to the blackboard and writes the title of the lesson – Did you know...?

 -    First, the teacher reads the text of the lesson clearly and after has the students read it assigning one paragraph per student.

-     The teacher spreads flash cards about sports, health and activities people do in their free time around the classroom to keep the students interested and create a basis for discussions.

-     The teacher points out the usage of adjectives and their degrees of comparison in the text and flash cards and asks the students if they remember them.

-         The teacher draws a table showing how the degrees of comparison are formed in the general case of adjectives and gives some examples:

positive	Adjective
comparative	Adjective+er
superlative	the+Adjective+est

Examples: small/smaller/the smallest

                  strong/stronger/the strongest

                  fast/faster/the fastest

-         The teacher points out that all of the examples given were one syllable adjectives and explains that for words made up of more syllables, long adjectives, the degrees of comparison are formed as follows:

positive	Adjective
comparative	more adjective
superlative	the+most+adjective

Examples: beautiful/more beautiful/the most beautiful

                  useful/more useful/the most useful

                  different/more different/the most different       

-         The teacher explains some special cases:

“din ce in ce mai” – comparative and comparative

                           *short adjectives: adj+er and adj+er: faster and faster

                           *long adjectives: more and more +adj: more and more interesting

“cu cat...cu atât” – the comparative of superiority...the comparative of superiority

   Example: The harder you exercise the faster you will get tired.

                   The sooner you get here the better.

-         The teacher asks the students whether there is something unclear related to the topic of adjectives and their degrees of comparison.

-         The teacher also mentions the usage of modal verbs in the text and asks the students what modal verbs they have studied and what the characteristics of modal verbs are.

-         The teacher writes the modal verbs can, may, must on the blackboard along with their respective equivalents;

-         The teacher then proceeds to the Grammar box on page 96 in the textbook, reads it and explains it by giving more examples.

• 3.      PRACTICE (15 minutes)

• Subsidiary Aim:

-         to practice using adjectives and modal verbs by means of exercise-solving

-         to reinforce the comprehension of the grammatical rules concerning adjectives and modal verbs;

-         to develop the students’ ability to make up correct sentences in English

-         to enrich students’ vocabulary;

-         to help the students to communicate a correct message in English;

-         to help the students develop their team spirit

• Procedure:

-   the teacher asks the students to solve exercise 9 on page 96.

-   the teacher proceeds to exercise 11 on page 97; one student is asked to read the sentence and another is asked to solve it in order to encourage group work.

-   after solving exercise 11 the teacher asks the students to look over exercise 13, helps them solve it, offering the necessary explanations to make sure everyone understands what the mistakes were and why they shouldn’t be repeated;

-   the teacher offers feedback to the students during the practice activity in the sense that he evaluates what the students do.

• 4.      ASSIGNMENT (3 minutes)

• Subsidiary Aim:

-         to strengthen the students knowledge about the text;

-         to develop the students’ reading skills.

• Procedure
• after assigning exercise 10 as homework the teacher asks the students if they know what to match means in order to make sure that everyone understands what the task of the homework is; also he asks if they know what the abbreviations stand for.

• 5. DISMISSING THE CLASS (2 minutes)
• the teacher praises the students who did well during the class and dismisses them: Goodbye, children!