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LESSON PLAN

TEACHER: COMANICI IZABELA


SCHOOL: “DECEBAL” HIGHSCHOOL
CLASS: 10 E
NUMBER OF PUPILS: 28
LEVEL : Upper-Intermediate
TEXTBOOK: MISSION 2
LESSON: COMPARISONS
STRUCTURES : as..........as; not as/so.......as; twice/three times etc./ half
as......as; comparative+and + comparative; the
comparative.........the comparative.
FUNCTIONS: making comparisons
AIMS: the students will learn how to compare things
OBJECTIVES: By the end of the lesson ,the students will be able to:
• express opinions and make comparative judgements
• practise comparisons
• participate actively in different conversations

SKILLS: speaking; reading; writing; listening


TEACHING AIDS: worksheets; grammar book( Grammarway 3) ; textbook
METHODS: explanation; observation; exercises; dialogue
ASSUMPTIONS: I assume the students have previously been exposed to some of
the structures and will not encounter many problems in order to grasp their
meaning. On the contrary, I assume the students are going to have some
difficulties with the grammatical form of the intensive comparatives and the
double comparatives.
TIME ALLOTED: 50’

Procedures
Stages Time Teacher’s and Interaction Focus Teaching
(1) (2) students’ activity (4) (5) aids (6)
(3)
Checking 1’ The teacher greets T-Ss Speaking
attendanc the pupils
e -T asks: Who is
absent today?
-Ss answer

3’ -T asks Ss about Speaking


Checking their homework T-Ss
homewor and checks their Ss-Ss
k notebooks.
-one or two Ss
read their
homework ; the
other Ss pay
attention in order
to correct T-Ss Speaking
1’
Announci
ng -T explains that
objectives they are going to
have a lesson in
5’ which they will
learn how to make T- Ss Speaking Worksheets
comparisons Ss-Ss Pictures
Warming Reading
up -T activates
previous
knowledge by
presenting the first
set of pictures; Ss
compare the
pictures using the
cues;
5’ -T elicits the rules T- Ss Listening Pictures
for the
construction of the
comparative and
Presentati superlative forms
on
(1)
-T presents the
second set of
pictures;
3’ -T introduces the T-Ss Reading Worksheets
first set of Speaking
comparative
structures(as...as;
not as/ so....as; Ss-Ss
Controlled twice/ three times
-practice etc./ half as...as)

-T sets the task: Ss


5’ complete gaps T-Ss Reading Worksheets
with the correct Ss-Ss Speaking
structure
-T hands copies
and does the first
Semi- example together
controlled -Ss work
practice individually
- Ss compare and
check answers
10’ T-Ss
-T sets the task: Ss Ss –Ss Speaking Worksheets
have to match the
two halves of the
phrases as to
Free make similes
practice - Ss work in pairs
- T checks their
answers with the
5’ whole class T-Ss
-T sets the task: SS
Presentati have to use the
on adjectives to make
(2) their own similes
-Ss work in groups
of four

7’ T-Ss Speaking
S-S Reading
Writing
-T introduces Ss to
the second set of
comparative
Controlled structures( compar
-practice ative +
comparative; the
7’ comparative
.....the
comparative);elicit Ss-Ss Speaking
s meaning and Reading
further examples Writing

Free -T introduces the


practice task
-Ss are asked to
complete the
exercises with the
correct structures
-Ss work in pairs
-T checks answers
with the whole
class

-T sets the task:


2’ she is going to
read the beginning T-Ss
of ten sentences;
Ss quickly agree
an ending and
write it down.
Assigning -Ss work in pairs;
homewor then compare their
k endings with
another pair to see
how many are
similar;
-Ss write two more
beginnings and
pass them on to
another pair to
complete
-T gives examples
and explanations
about the hw.
(Grammar Check
page 17; exercises
17& 18 page 157
from Grammarway
3) and checks
understanding;