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LESSON PLAN SCHOOL: Liceul Tehnologic Constructii De Masini Mioveni TEACHER: Mazilu Daniela CLASS: a-X-a B LEVEL: Intermediate DATE: 2 nd of October 2012 LESSON: Crossing Barriers VOCABULARY:words related to health RESOURCES: Upstream, Express Publishing, 2002 The overhead projector Visuals Audio CDs PowerPoint Presentation Worksheets Board VENUE: ProLang lab SEATING ARRANGEMENT: Horseshoe CLASS PROFILE: This is a classroom made up of 30 students. They generally pursue their learning goals enthusiastically and respond well to material which is relevant and involving. The teacher must constantly encourage them to respond to texts or situations with their own thoughts and experiences and, most importantly, give them tasks which they are able to do, otherwise they’ll get demotivated. They usually react positively to activities prompted by pictures or cues and they appreciate a supportive classroom atmosphere. LESSON AIMS: to raise SS’ interest on the topic of health and healthy lifestyle; 1

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LESSON PLAN

LESSON PLAN

SCHOOL: Liceul Tehnologic Constructii De Masini MioveniTEACHER: Mazilu Daniela

CLASS: a-X-a BLEVEL: IntermediateDATE: 2nd of October 2012LESSON: Crossing Barriers

VOCABULARY:words related to health RESOURCES: Upstream, Express Publishing, 2002 The overhead projector Visuals Audio CDs PowerPoint Presentation Worksheets Board

VENUE: ProLang labSEATING ARRANGEMENT: Horseshoe CLASS PROFILE: This is a classroom made up of 30 students. They generally pursue their learning goals enthusiastically and respond well to material which is relevant and involving. The teacher must constantly encourage them to respond to texts or situations with their own thoughts and experiences and, most importantly, give them tasks which they are able to do, otherwise theyll get demotivated. They usually react positively to activities prompted by pictures or cues and they appreciate a supportive classroom atmosphere.LESSON AIMS: to raise SS interest on the topic of health and healthy lifestyle; to define personal health culture and identify facts about healthy/unhealthy eating; to build up vocabulary connected with health, health ailments and treatments; to listen to extract specific information; to consolidate newly acquired vocabulary through role-play; to reflect upon own learning and performance.STAGES

TIME STAGE PROCEDUREINTERACTIONMATERIALANTICIPATED PROBLEMS AND SOLUTIONS

5 Class organization:Greetings; checking attendance; preparing SS for the lessonT greets the SS and sets the right mood for the lesson by establishing rapport with them: Hello, everyone! How are you getting on?TSS

SST NoneP: SS might first get nervous and anxious about the lesson.

S: T breaks the ice through a small talk that fosters a positive mental attitude of readiness in the students.

5Activity 1: Lead-inT starts the lesson by drawing SS attention on two pictures which they will have to compare and contrast. Similarly, SS will try to establish the common link between them and the topic of the lesson. The first picture relates to a healthy lifestyle and shows a man jogging, whereas the second picture highlights an unhealthy lifestyle, showing a man running top speed to his work. Both men are running, but one is doing it for exercise and the other one is doing it because he might be late for work. T announces the title of the lesson Crossing Barriers and encourages SS to explain its meaning. Then, T will spend a few minutes brainstorming with students the meaning of personal healthculture, the importance of both physical and mental health, etc.TSS

SST

Visuals P: Some SS may feel reluctant to speak their minds on the topic.S: T will encourage each contribution and help SS get their meaning across.

15Activity 2: Vocabulary presentation, practice and production (PPP)To build up and reinforce vocabulary connected with health, health problems and treatments, T will use a holistic approach: SS will match some words describing illnesses/injuries with the right pictures and then associate them with possible solutions using should: (Appendix 1) e.g. This picture shows a person who has got a sunburn. He should take a cool bath and rub on lotion). In addition, T will ask SS to give examples of diseases/illnesses formed with the roots ache, sore, pain (stomachache, headache, earache, toothache/pain in the leg, pain in the chest, pain in the shoulder/a sore throat, a sore tongue, etc.)For the production stage, SS will use some of the newly acquired vocabulary to make up mini dialogues: Doctor-Patient. To will also provide SS with some helping worksheets and expressions (Appendix 2)Doctor: What can I do for you?/What seems to be the trouble?/How long have you had this problem/trouble?/ What do you think caused it?Patient: Im putting on too much weight/ Ive got a headache and my throat is sore/ Ive got an itchy rash on my arm/ Ive cut my finger and its bleeding a lot/Im tired all the time/Ive got terrible backache/ I think Ive sprained my ankle/I cant get to sleep at night

TSS

SST

SSSSPowerPoint Presentation

WorksheetsP: Some SS might have a hard time constructing mini-dialogues during the production stage.S: T will ask these SS to make up only short sentences using some newly acquired vocabulary.

10Activity 3: Listening comprehension T announces SS that they will hear four people talking about their health problems and that they will have to associate them with the right speaker (Appendix 3). Similarly, T will draw SS attention on the fact that there is an extra problem they dont need to use (Speaker 1- hay fever/Speaker 2-sunburn/Speaker 3-flu/Speaker 4-travel sickness)TSS

SST

ProLang equipmentAudio CDsP: SS may not get the message right on first listening.S: T will reassure SS that, if necessary, she will play the CD once more.

10Activity4:Reading comprehensionT raises expectations about the reading paragraphs by asking SS if they know about possible breakthroughs in medicine that cure rare diseases. Then, T provides each student with a separate paragraph about new science investigations regarding some health problems and asks them to choose an appropriate topic sentence for each (Appendix 4). In addition T will encourage SS to summarize what they have been reading about in their own words. Thus, both reading and speaking are integrated successfully. TSS

SSSSReading sheetsP : SS might come across unknown words..S: T monitors their activity and tells them that a word/expression doesnt prevent overall understanding of a text

5Feedback session

(Assessment&Self-Assessment)T summarizes the lesson and assesses what has been achieved by asking brief questions about the content, as well as whether the SS found the topic interesting or not what they got out of the lesson, whether the language practice was useful, whether they enjoyed the activities, etc. If time allows, T hands out a worksheet (Appendix 5) for extra practice, if not, it will be given as HW.

TSS

SST

Brief oral questionsP: SS may find it intimidating to judge their own language production.

S: T will encourage them by telling how crucial self-assessment is for future development and personal progress.

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