Lesson plan: Who would want to be a firefighter?

Name: Level/Class:
Date: Stage of course:
Time:

Aims:
1. General: to complete the activities of the lesson
2. Specific: to learn about types of adjectives; to discuss different jobs evolved in
emergency response; to read the text and extract the unknown words; to write a
short paragraph on a job that we know well (to describe in writing a job).

Students’ problems: discipline, spelling mistakes, some students might feel

uncomfortable when speaking in public; some students might present problems in reading
the text due to spelling, pronunciation and vocabulary issues …

Teaching techniques: multiple choice (gap filling); dialogue; choral and individual drill
repetition drills, scan the text, reading comprehension tasks, writing drills.
Communicative method.

Aids/ Material: textbook, handouts, worksheets, slide show, blackboard, chalk, PC,
video projector.

Stages of the lesson:

1. Warm up: The teacher verifies who is in the classroom by calling the roll, whole
class, T-s s-t interaction – Check who and might found out why someone is absent
from the class – the roll is used – 5’. The teacher might also check any prior
homework (if any was given) at this stage, elicit answers – one technique
employed, whole class/ individual work, t-s s-t interaction – check of feedback
and awareness of the previous lesson, speaking and listening practice, short
revision (reinforcement on the topic) – notebooks, blackboard, chalk, textbook –
5’.
2. Introduction: The teacher tells students to read and complete the activities 1,
2/20 after writing on the blackboard the new lesson’s title. The students work in
pairs. The teacher aids by providing information, useful language structures and
vocabulary when asked. The teacher also walks among the students making sure
that the students use the target language as much as possible. T-s s-s s-t
interaction – Awareness and enforcement of the vocabulary related to jobs,
speaking and listening practice, logic tested, team work – notebooks, blackboard,
textbook, chalk, vocabulary lists (handouts) – 10-15’.
3. Practice: The teacher instructs the students to scan the text /21 and to say what
the text is on; then to read and extract all unknown words from the text. Individual
work, t-s s-t interaction – scan practice, reading practice, listening and
pronunciation practice, individual work, attention – textbook, notebooks,
blackboard, chalk – 10-15’. The adjectives are presented – slide show, textbook

1
 box/21 is read by the students. With the help of the teacher the students classify
adjectives and give 2 examples per each category. Individual and pair work, t-s s-
s s-t interaction – Enforcement and reinforcement, listening and speaking practice
- notebook, textbook, chalk, blackboard, slide show, PC, video projector,
handouts - 10-15’.
4. Production: The teacher makes a short revision of the previous lesson. Whole
class, t-s s-t interaction – Feedback, listening and speaking practice, enforcement
and reinforcement - notebooks, handouts, textbook – 5-10’. The teacher instructs
the students to complete tasks 5, 6/21. Pair work, at the end of each task some
students will be required to give the solutions, the teacher during the activities
will act solely as a provider of information, language vocabulary …. T-s s-s s-t
interaction – Enforcement and reinforcement, listening and speaking practice -
textbook, handouts, blackboard, chalk – 10-15’. Ex 7 and different worksheets,
individual work, t-s, s-t interaction - reinforcement, listening and speaking
practice, writing practice - textbook, handouts – 15-20’.