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Date: 19.01.2006
Class: VIII A
Level: Upper intermediate
Book: Highflyer
Unit 10. Myths and legends
Lesson 2: Annie Oakley; grammar: too and enough
Time: 50 min

To read for general understanding

To read for specific information
To use descriptive adjectives in their own sentences
To understand, identify and use too and enough structures
To evaluate students work
To determine students to use their computer skills during the English class
Methods: brainstorming, skimming, scanning, explanation, test
Materials: materials created in AeL programme

Activity 1: Warmer
Aim: to brainstorm descriptive adjectives
Procedures: Ss connect to the lesson and solve Task 1(write adj., make sentences)
T checks
Time: 10 min
Skills: W, S
Interaction: T>S, S>S, S>T
Activity 2: Reading
Aim: to read for general understanding
Procedures: Ss solve Task 1.2read & answer the q.What qualities made A.O.
T checks
Time 15min
Skills: R, S
Interaction: S>S, S>T
Activity 3: Reading
Aim: to read for specific information
Procedures: Ss solve Task 1.3- match the topics with the paragraphs
T checks
Time: 5 min
Skills: R, W

Interaction: T>Ss, S>S, S>T

Activity 4: Teaching grammar
Aim: to understand the use of too & enough in the following structures:
Too + adj. (+ to inf.) ; (not+) adj. + enough(+ to inf.)
Procedures: Ss watch the structures presented in Power Point
T displays the slides in turn and explains the structures
Ss read and make sentences
Time: 10 min
Skills: R, S
Interaction: T>Ss, S>T
Activity 5: Test
Aims: to check SS understanding
to practice the two structures
Procedures: Ss solve the test
T checks
Time: 8 min
Skills: W
Interaction: T>S, S>T
Activity 6: Homework: Written assignment Ex. 15 page 45
Aim: to provide further practice
Procedures: T explains
Ss write down
Time: 2 min
Interaction: T>Ss
Name: Ioana Antohi
Date: 11.06.04
Grade: 6A
No. of students: 21
Textbook: English Factfile (5th year of study)
Unit 9: Communication
Lesson 1: Talking and telephoning
Time: 50 mins
Lesson Aims:
1. To brainstorm ways of communicating (people and animals)
2. To enrich vocabulary connected with communication

3. Toemphasise the role of body language in communication

4. To use body language in giving messages
5. To decode messages using letters and numbers
6. To listen for specific information
7 . To express likes and dislikes
8. To develop fluency
Materials: Textbook, cassette, blackboard
Activity 1: Warmer - miming game
Aim: To introduce the topic and create a pleasurable atmosphere
Procedure: - T initiates the game by miming an activity
- Ss have to guess the activity
- T elicits the topic of the lesson; writes the title on bb
- Ss answer qs; write in notebooks
- Ss take turns in miming and guessing activities
Time: 5 mins
Interaction: T > Ss
Activity 2: Pre-listening exercise
Aims: To prepare Ss for Listening; to develop fluency
Procedure: - T elicits answers to the questions 1) 'How do we communicate?'
2) How do animals communicate?'
- T helps Ss with the answers and gives feedback
Time: 5 mins
Interaction: T>Ss
Activity 3: Listening for specific info (Ways of communicating ex. 2. page 76)
Aim: To listen for specific info
Procedure: - Ss listen to the-tape and complete the chart on worksheets
- T checks Ss' answers; gives feedback
Time: 5 mins
Interaction: S>T, T>S
Activity 4: Sending messages ( ex. 3 page 76)
Aim: To use body language and sounds to send messages
Procedure: - T gives messages on pieces of paper
- Ss work in pairs
- a S reports the message to the T
Time: 10 mins
Interaction: S>S, S>T
Activity 5: Brainstorming vocabulary (Means of communieation-ex.4b-page 76)
Procedure: - Ss decode the words
- T helps and checks
Time: 5 mins

Interaction-: S>T, T>S

Activity 6: Class discussion
Aims: To develop fluency; to express likes, dislikes and personal opinions
Procedure: - Tasks Ss to take part in a discussion
- Ss answer Ts qs and express likes, dislikes and personal opinions connected with ways
of communicating and means of communication
Time: 15 mins
Interaction: T>S, S>T
Activity 7: Homework: 'Write a paragraph about your favourite way(s) of communication.
Aim: To develop writing skills
Procedure: T explains the task.
Time: 5 mins
Interaction: T>Ss


A. Description of the class and lesson
Students between the ages of 12-14
The lesson takes place from 1-2 p.m. on Wednesdays. SS are generally enthusiastic and eager to
learn new things. SS have completed approximatelv 400 hours of English.

B. Recent work

The students have been studying Defining and Non-Defining Relative clauses.
Writing complete Defining and Non-defining relative clauses about famous people (Le. The
Beatles, Ludwig van Beethoven, etc.) and places (Le. The Seven Wonders of the World).
Listening work (listening for detailed comprehension) (Le. the body scanner, the first heart

C. Objectives
1. To create interest in the lives of famous people; to promote discussion.
2. To raise expectations and create involvement in a listening task.
3. To listen for specific information (I).
4. To listen for specific information (II).
5. To prepare a description of a famous personality.

D. Contents
Objective 1: estimated time: 5 minutes
a.) Context
SS' own general culture - famous people
Discussion in small groups.
b.) Activity /
SS are asked to agree on describing a famous person whose name
class organisation
the receive on a card.
c.) Aids
Name cards; each card contains the name of a famous person
All and any
d.) Language
Ss should concentrate on using relative clauses.
Ss may not have much to say.
e.) Possible problems
T will be ready to prompt if necessary, or shorten the activity if that
seems appropriate.

Obiective 2: (estimated time: 10 minutes)

a.) Context
"Creating expectations" about the life of Henry VIII.
b.) Activity /
1. Discussion in small groups. Ss get a set of words and they should think
class organisation
of a possible short story including them all.






2. The whole class contributes with suggestions to T who writes on the Bb all
the possible ways of getting rid of a wife.

c.) Aids
d.) Language
e.) Possible problems

Bb; chalk, etc.

All and any.
Ss may use the plural of man, woman, child incorrectly.
T should make sure they understand such forms well.

Objective 3: (estimated time: 15 minutes)

a.) Context
A text about the life of Henry VIII.
b.) Activity /
Ss get a first set of questions. They listen for specific information and
class organisation
check together to see whether the questions have been answered in the
text. T leads the feedback session and discusses with the class.
1. How many wives did Henry have?
2. How many children did Henry have?
3. What did Henry most want? Why?
c.) Aids
d.) Language
e.) Possible problems

TB, cassette-recorder, chalk.

All and any.
Some Ss may not be able to answer all the questions. T will then promt.

Objective 4: (estimated time: 10 minutes)

a.) Context
A text about the life of Henry VIII.
b.) Activity /
Ss get a chart which they have to fill with info from the text.
class organisation
Name of wife
What happened to her?
c.) Aids
Bb, chalk, tape, tape-recorder etc.
d.) Language
All and any.
e.) Possible problems
Objective 5: estimated time: 10 minutes

a.) Context
b.) Activity /
class organisation

c.) Aids
d.) Language
e.) Possible problems

Famous people - the world I/Ss live in.

SS choose one personality and prepare a short speech about
that person. The points they must focus on are:
1. who he/she is;
2. describe him/her;
3. tell what people say about him/her;
4. what he/she is famous for.
Focus on Relative clauses.
Ss might not know much about famous people. T has some information
about other famous people (i.e. Elvis Presley, Lady Diana to help out just
in case.

E. Additional possibilities
1. A co-operative writing exercise in which Ss (in groups) write a story starting:
"Once upon a time there was......................"
2. A debate - Ss are divided into groups:
a.) the defence attorneys;
b.) the prosecutors;
c.) the jury.
Each group has its definite role. The first two groups prepare arguments for and against the
defendant - Henry VIII. Finally, the jury decides whether he should or not be sentenced and if yes,
what sentence would be the best.

Henry VIII
IN THE YEAR 1509 Henry VIII became king of England. He was the son of Henry VII, a
king who was clever with people and careful with money. Unlike his father, Henry VIII maintained
a magnificent court and spent a lot of money on wars, from which England had little to gain.
Two weeks before he was crowned, Henry married Catherine of Aragon. They were happy
together at first. She was a good wife and she was brave, too. In 1513 while Henry was fighting a
battle in France, James IV, the Scottish king attacked England. Catherine got an army together and
the Scots were defeated. J ames himself wras killed in the battle. One thing was wrong with Henry
and Catherine's marriage. Time
was passing and they did not
have a son. All their babies,
except their daughter, Mary,
died a few weeks after they
were born.
Henry wanted to divorce
Catherine and marry somebody
else because he longed for a
son, an heir to the throne of
England. As England was a
Catholic country, he needed the
oonsent of the Pope in Rome.
But the Pope did ;not agree to
Henry's divorce and this made
him very angry. The king
decided to make himself head
of the Church of England and
as soon as this happened he was
free to divorce Catherine.
Soon, Henry married a young
girl with black eyes and. long,
flowing hair. Her name: was
Anne Boleyn. She gave him a
baby, but again it was a daughter, Elizabeth.
Henry got tired of Anne and of waiting for a son. He accused her of unfaithfulness and she
was found guilty. In May 1536 Anne was beheaded and only eleven days later he married his third.
wife, Jane Seymour.
Jane was a plain, simple girl but Henry really loved her. She gave him the son he wanted so
much. They called him Edward. Unfortunately, Jane fell ill and died leaving Henry heartbroken.
For political reasons, three years later, in 1540, Henry married Anne of Cleves. She was rather
ugly and when Henry first saw her he said 'I like her not'. This was a short marriage because Henry
divorced Anne in the same year.
Three weeks after the divorce, the king married Catherine Howard, a pretty, young girl
Unfortunately, by this time, Henry had grown old and fat. Catherine did not love the king, she loved
somebody else and it was not difficult for Henry to find out. The result? She was beheaded in 1542.
Old and sick, Henry needed someone to look after him and in 1543 he met Catherine Parr and
married her. Catherine was good with the king's children and everything seemed to be all right, but
soon Henry died leaving behind his wife and iliree children.


Read as you listen to the story. Why do you think this king is so well known?
Read the text again. Copy and complete the chart with the words beheaded, died, divorced or


LESSON PLAN NOTES: "Perspective on English": Unit 5. Lesson 3

Aims: 1. To review the following passive structures:
S + vb (Passive) -;- Pres( ent) Part(iciple) with verbs of physical perception
e.g.: A noise was heard coming from the bushes
Reported speech patterns with the functions: instructions, requests, advice
e.g.. The boy was advised to leave early
Reporting what people say about someone
e.g.: She is believed to be very rich
2. To practise the following listening skills:
a) listening for gist or main details
b) listening for detailed information
c) predicting what will happen next
Activity 1
Aim: To review verbs related to the senses: sight, feel, taste, smell.
To demonstrate transformations from active to passive within a context
To allow students to use these passive structures to create mystery effects.
1. Review with students verbs associated with verbs related to the senses: feel, hear, smell, hear.
2. Introduce the verbs in a story context:
While-listening task: This story is a romantic / ghost / detective story.
Story: It is night-time and the moon shines eerily over the garden of the old half ruined
mansion. Mr Jarvis, living alone in the old house, is asleep. Suddenly. he sits up in bed. He
heard a strange noise coming from the garden. He gets up and slowly goes downstairs into
the garden. He feels a coldness surrounding him. Suddenly, he sees a large black shape
moving across the grass. There was a large hole in the lawn. He smelled the stench of death
and decay coming from the hole. He moves closer ...........
3. Students listen again and in pairs identify and write down the 4 sentences which use verbs of the
4. Teacher writes the sentences on the board.
5. Students (in pairs) transform these active sentences into the passive forms
What difference do the transformations make?
6. In pairs, students have to create the opening of a ghost story using the 'sense verbs' passives
Begin: "It was a cold and dark night as Mr Malik walked along the old deserted lane.."
7. Students read their opening to the rest of the class.

Activity 2
Aim: To practise listening for the main points of a story
To practise listening for details in a story
To practise predicting subsequent events in a story
1. Look at the text book: Unit 5, Lesson 3 Exercise: II.1
Go through the questions with the class and give them the while-listening task: To record the
answers to these questions as they listen to the story
2. In pairs the students to check each other's answers. If necessary, listen to the text again. Teacher
checks answers with the class.
3. Exercise II.2. Go over the text with the students. Allow them to predict what they can from the
missing words. Tell them to listen to the story and as they do, fill in the missing words.
Teacher checks answers with the class
4. In pairs the students have to check each other's answers and, if necessary, listen to the text again.
Teacher checks answers with the class
5. Exercise II.3. In pairs, students read the alternative endings and select one. They then listen to the
story to confirm/disconfirm their predictions.
6. Exercise II. 4. Students to look at the multiple-choice answers. Predict which ones are likely to be
correct. Listen to the story to confirm or disconfirm the predictions. Check answers with
partner. Teacher checks answers with the class.
Activity 3:
Aim: To practise using the passive voice in reported speech with the functions of instructing,
requesting and advising someone.
Procedure: 1. Teacher provides a narrative context:
"I was travelling to Constanta last summer by train and it was incredibly hot. One woman in the
compartment was suffering terribly and she said to me "Would you open the window please? ": So I
got up and opened the window. Suddenly an old man the corner shouted: "Close that
window!". I didn't know what to do. An old lady put her arm on my hand and said: " If I were you
I'd close it." To the other woman she said: "You should stand in the corridor to get cool.
2. Teacher tels students to listen again and record the direct speech sentences. Teacher checks them
and writes them on the board.
3. Teacher checks the functions of theses utterances. (Request, order, advice) Ask for verbs to
express the functions: tell, instruct, order // ask // advise, recommend
4. Students to put the direct speech statements into reported speech in writing
5. Transform these active statements into passive voice. What effect does this have on meaning?
Why use the passive here?
6. Put the students into groups of 4 for practice:
St. 1 Provides an utterance based on one of the functions advice, order, request
e.g. "Stand up!"
St 2. Is deaf so he says to St.3 "What did he say?"
St. 3 reports what St.l said: "He told you to stand up"
St. 4 transforms this into the passive: "Yes you were told to stand up"
This practice round continues until the teacher has monitored all the groups sufficiently.

Activity 4
Aim: To use the passive voice in reporting opinions about a person
1. Teacher draws a picture of a woman on the board
2. This is a mystery woman who has just moved into the neighbourhood. As usual people start
talking about her.
3. Teacher writes categories on the board & elicits options from the students


her husband

lived in

very rich

acknowledge (fact)
incredibly beautiful

4. Show how this can be used to pass on gossip about someone:
She is rumoured to have murdered her husband believed to have lived in Paris said to be very rich
and acknowledged to be very beautiful
5. Teacher uses self as model. What do you know about me? Imagine I have just come to work at
this school. You want to find out about me so you ask your friends. Do they know? No, but
they can pass along rumours . A class milling activity. Use the question "What do you know
about the new teacher'?"
6. Students report back on the rumours they have heard.