LESSON PLAN

School: Grup colar Sanitar Vasile Voiculescu Teacher : Crciun Crina Date: 21st of March 2012 Class : X B Number of students: 31 Time: 50 minutes Textbook: Prospects Upper-Intermediate, Macmillan Lesson topic: Endangered animals Lesson title: Conservationist issues Lesson type: integrating skills Lesson approach: mixed ability teaching Lesson aim: integrating new information about animals to produce accurate spoken and written information. Lesson objectives: By the end of the lesson the students will be able to:
O. 1 O. 2 O. 3 O. 4

get the main information from a text they listen to; predict issues conservationists are faced to; understand the structure of a formal letter; produce the body of a formal letter on a given plan ;

Previous knowledge: Ss are expected to use the vocabulary about the endangered species and environmental issues. Techniques: listening, group work, individual work, writing according to a plan; Classroom organisation: group work, pairwork, individual work; Teaching aids: worksheets, blackboard and chalk, audio cassette; Teacher resources: Wilson, K., Taylor, J., Howard Williams D., Prospects, Upper- Intermediate, Macmillan Education Wilson, K., Taylor, J., Howard Williams D., Prospects, Upper- Intermediate Teachers Book, Macmillan Education Allright, Dick & Bailey, Kathleen M. (1999) Focus on the Language Classroom: An Introduction to Classroom research for Language Teachers, New York and Port Chester: Cambridge University Press Harmer, J. (2008) How to teach English, London: Pearson Educational Limited

No. 1.

Stage Lead-in

2.

Homework check-up

3.

Warm-up

4.

Listening Comprehension

Time Teachers activity 2 -T enters, greets, introduces the guests; -T checks attendance and ensures the necessary working conditions (order, cleanliness, discipline, light); -T inquires about any particular or unusual situation or condition; 2 -T asks Ss to present their homework, by appointing a S to read the requirement; -T names various Ss to take turns in reading the sentences; -T asks Ss to correct, if necessary; 6 -T writes the title on the blackboard. - Ss are asked to say if they know the meaning of the word conservation ; - T explains the word. -T and Ss brainstorm to find the action taken by conservationists : help protect endangered species/environment, make reports, write letters to official bodies, organize protests, contact media etc 10 - T provides handouts with the map of Kamchatka - T asks S to name the main problems faced by animals (as in activity 6 b) - T. plays the recording - T asks Ss to answer the first 3 questions - T plays the recording again while Ss watch the tapescript

Studentsactivity -Ss greet and prepare for class; -Ss take a seat and prepare their materials; -the S on duty presents any unusual situations, if any; -Ss raise their hands; -the Ss named read the requirement (Ss had to solve a fill in exercise); -Ss take turns in reading a point each; - Ss give the meaning of the word; - Ss guess about what the conservationists do

Interaction T Ss

Rationale Primary contact and class management.

TSs SsSs SSs

Ss help each other (peer correction) to identify and clarify potential difficult aspects. Ss are activated for class by predicting what is going to happen; they are also exposed to the topic of the day.

TSs

- Ss scan the map and at the explanation about the endangered animal from that area; - Ss take turns to say what are the main issues faced by conservationists - Ss listen to the tape; - Ss try to answer the first three questions - Ss find the information in the tapescript (if they didnt understand)

TSs SsSs SSs

S get the main information from the text S give anwers

5.

Reading

10

- T asks Ss to read the letter on page - Ss read the letter 65 and pay attention to the 3 passive - Ss are grouped in pairs and answer verbs the questions - T asks Ss to give answers to the questions

TSs SsSs

6.

Writing

10

T asks students to write a paragraph to the local authorities of Kamchatka to ask them for help with the problems that conservationists face

- In groups of 4, students write a short paragraph to the authorities - Ss have to choose a problem form exercise 6 b - One of the students will write down the paragraph on the handouts

TSs SsSs

7.

Checking letters

the

- T asks Ss to read the letters - 2 or 3 students read the body of the - T formulates appreciation regarding letter the letters - the other Ss take notes

TSs SsSs SSs

8. 9.

Feedback evaluation

and

2 3

Homework and follow-up

-T makes verbal appreciations on the Ss activity; -T marks 4-5 Ss accordingly; -T asks Ss to work in groups of 2 (according to their preferences) and write an official letter in the name of a conservationist NGO to help protect an endangered animal from Romania, the environment in their area, the Rosia Montana area, etc.

-Ss listen to the Ts remarks; -Ss present their report cards; -Ss take notes and ask questions about the hw.

T Ss T Ss

Using knowledge or whatever material at hand in order to provide information needed to perform the tasks of the day. Offering a model of work meant to activate Ss for the activities. Differenciation based on learning tasks, not outcomes, giving all Ss equal chances to participate in the activity. Activating previously studied vocabulary. Using structures to produce new messages. Apply previous knowledge for a class project. Consolidating through further practice, interactive and secure, as there is no more T control.