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English Lessons Plans

Lesson Plan Lesson 32

Teacher:   Diana Retcu
Topic:     “Scary Experiences”


Nr.

Stages

Procedure

Needed Materials

 

1.

 

Evocation

1. Homework check.

2. Review of the lesson 26: a. Sts have to change the sentences on the board from Present Simple into Past Simple Tense. b. Play the game “Toss the ball” After they hear a specific time given they have to say in turn the action they were doing at that time.

 

1. At 9.00 last Sunday night.

2. At 8.00 last Saturday night.

 

2.

 

Realization         of meaning

 

1. Language Focus: Practice the Past Continuous + when. a. What does a white-water rafting mean? Look at the pictures and put them into the right order. b. Watch the video “ How  to survive a white-water rafting accident” and name all the things you need to go rafting. b. Team activity: 4 groups of 5 sts each team has to name 2 steps  from the  given instructions.

2. Study the Language chart and see the difference between an Action in progress and Completed action.

3. Do exercise 1 B fill the blanks with the verbs in the Simple Past and in the Past Continuous.

4. Group Work: 4 groups of 5sts Complete the sentences from the board as outrageously as possible. Wins the team with the most bizarre sentences.

http://www.youtube.com/watch? v=YSOT_zJFmcU

 

 

 

1. My mother was cooking dinner…

2. I was talking on the phone…

3. My best friend was walking to school…

 

3.

 

Reflection

1. Listening: Listen to 4  people describing scary experiences that they had check what happened to them.

 

4.

Extension

Evaluation: 1.Do exercises from W/B p.45

2. Write a list of actions you were doing last summer at the camp from 5.00 p.m. to 9.00 p.m.



 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 


BOOK

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

"CONNECT 3" second edition, Cambridge, 2009

Teacher: Diana Retcu

Topic: Review Unit 6

 


Nr.

Stages

Procedure

Needed Materials

1.

Evocation

1. Homework check.

2. Review of the lessons from unit 6.

3. Listen to the song “Reduce, Reuse, Recycle” a. Speak about the “magical number.” b. Say what are your actions with 3’Rs. c. Tell all the examples you know about recycling in our town, speak about the recent changes in the town after the “AVE” company began its activity. d. Group activity. (4 groups of 5sts.) Bring some pictures that illustrate the last changes. Prove the pluses and minuses.

The Song “Reduce, Reuse, Recycle”

http://www.youtube.com/watch?v= loeHhmUh-nE&feature=related

2.

Realization         of meaning

 

1. Exercises A,B from page 84.  Work individually write questions and answers.

2.Language chart review Do all the exercises from page 85.

3.Work in groups of 5. Plan the Halloween Party, make a plan of who is going to do which jobs to get ready for the event and write sentences with “be going to”.

 

 

Reflection

1. The extra activity “Halloween Rap.”

2. Listen for the history of this holiday.

3. Do the exercises.

4. Let’s play the game “Ducking for apples.”

“The Halloween rap” p.47

4.

Extension

Evaluation.

Do and bring pictures that illustrate the 3 R’s in our town.


 

 

 

 

BOOK

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

"CONNECT 3" second edition, Cambridge, 2009
Lesson Plan 20 page 66
Teacher: Diana Retcu
Topic: Teen Health Tips

 


Nr.

Stages

Procedure

Needed Materials

1.

Evocation

a. Homework check up.

b. Revision of the lesson 19. Play the game “toss the ball.”

c. Do ex. 1  listen to the recording and repeat it.

d. Group work. Watch the video and say which are the most common health problems-1st group names the problem, -2nd group gives a health tip.

T/B p.66

 

http://www.youtube.com/watch?v= LCdfFc4mcWU&feature=related

 

 

 

 

2.

 

Realization of

meaning

a. Do the activity “Do good manners matter any more?” in groups of girls and boys. Explain the word “etiquette.”

b. Language focus. Read the conversation. I explain the grammar.

c. Pair work. Do a similar conversation and use should/ shouldn’t.

Extra activity ‘Do good manners matter any more?” page 46 from POSTCARDS 2b (second edition)

Pearson Longman  2008

 

Ex.2 A,B p.67

 

 

 

3.

 

Reflection

a. Do the activity “Joe’s advice” discuss the questions from ex. B.

b. Discuss the rules of etiquette at school then write your own “etiquette list” and decorate it.

Extra activity. “ Joe’s advice”  page 49 (the same book)

4.

Extension

a. H/W

WB Ex. 1-3 p.34

 

 

 

Teacher:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Barbarova Silvia,Topic: At the Beach, Lesson Nineteen, 
Materials:

1.Connect.Jack C. Richards, Carlos Barbisan. Students Book 2, Cambridge University Press, Second edition 2009.
2. Connect. Jack C. Richards, Carlos Barbisan. Work Book 2, Cambridge University Press, Second edition 2009.
3. Connect. Jack C Richards, Carlos Barbisan. Teacher's Edition 2, Cambridge University Press, 2009.
4. Five-Minute Activities. Cambridge University Press 1992 (fifth printing 1993).


 

Nr.

Stages

Procedure

Needed Materials

1.

Evocation

-Warming-up: What’s the explanation? “The man was injected with a deadly poison-but it did not kill him”. - Sts read the sentence on board and give their own explanation– (Answer: He was already dead).

-Homework check:

Sts were suggested to bring pictures with people (animals, birds) that are doing some actions. They will stick their pictures on the board filling in each of the 9 squares in the grid drawn on it beforehand. Class is divided into two teams. Sts earn squares for their team by describing the pictures in the negative Present Continuous-for example, “(The cat) isn’t jumping over the fence”. The first team with three squares in a row wins. (Tic-Tac-Toe game).

Five-Minute Activities,p.102

Pictures

Teacher’s Book,p.64

“The man was i 2.

Realization of meaning

-Sts attention will be focused on the picture from p.64. They will tell what people are doing.

-The teacher writes names of common beach activities on board and elicits the meaning of all of them using definitions, guessing, miming etc.

a) collecting seashells

b) floating on a raft

c) flying a kite

d) having a picnic

e) playing in the sand

f) sailing a boat

g) swimming in the ocean

-Sts individually match the two parts of each sentence. (Ex.1A, p.64) then check answers with the class.

-Sts listen and practice

-Sts will be explained the word “lifeguard” then listen and practice aloud the dialogue from Ex.2A, p. 65 Afterword they will read it in pairs.

S/B

 

S/B,p.64

 

 

Audio script

S/B

3.

Reflection

- Sts are invited to take an object out of the “Box with Surprises” and to write their imaginary stories/tales about it. The inanimate object has to become the main character of their story. Sts share with the class

“Box with surprises” with some small objects in it.

 

4.

Extension

Homework:

1. Ex.1,2,p.33(for reinforcement of interrogative Present Continuous)

2. Sts are suggested to draw pictures with their own beach activities and to write dialogues using the verbs in the Present Continuous Tense.

 

W/B,p.33

 

 

 

 

 

 

 

BOOK “CONNECT 3” second edition,  Cambridge,  2009
Lesson Plan

Teacher: Diana Retcu

Topic: Get Connected Unit 6 page 82

 

Nr.

Stages

Procedure

Needed Materials

 

1.

 

Evocation

1. Homework check.

2. Review of lesson 24 (review  patterns WHOSE…? and  IT’S) a. Pick up random items from desks and chairs, hold them up, and ask Whose…? b. Group activity (2 groups) one group has to guess the owner of different objects of the second group.

 

2.

Realization         of meaning

 

1. Speak about the fund- raiser activities. a. Individual work. Read the e-mail and check the fund-raiser activities.

b. New vocabulary explanation. c. Listen and read the e-mail. d. Do the exercise from page 124.

2. Work in groups and take turns reading the paragraphs in the e-mail.

3. Listen to the song “Environmental message song” Say your own opinion about it. a. ( 2 group of students) 1st group: States all the environmental problems mentioned in the song .  The 2 nd group  finds all the solutions proposed. a. Write a slogan with one of the most stringent environmental problems.

Song “Drip Drop”

http://www.youtube.com/results?  search_query= environmental+songs&aq=0&oq= environmental

 

.

Reflection

 

1. Exercise “We are going to…”Listen about the clean-up project and then answer the questions. b. Write agree or disagree and give reasons.

2. The extra activity. My Club” a. Do the activities and write a notice for the club you like best.

Timesaver                                   40 Combined Skills Lessons for the Common European Framework (Mary Glasgow Magazines) “My Club” page 10

4.

Extension

Evaluation:

Draw posters concerning environmental problems.


 

 

 

 

 

 

 

 

 

 

Jack C.Richards, Carlos Barbisan Connect, second edition,


Cambridge University Press

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Lesson plan:

Unit 5 Lesson 19 Are you healthy? Health idioms,

 

Teacher: Corina Ceban


Nr.

Stages

Procedures

Materials

1

Evocation

HEALTH -  is written on the board, the students have to give a word for each latter of the word given on the board. They should be connected to the previous lesson topic.

H – help
E – earache
A – absence of disease
L – low blood pressure
T – temperature
H – health education
Health Idioms.  Watch and make notes in the copybooks
http://www.youtube.com/watch?v=wqKkCKHu158

Under the weather =  sick
e.g. I couldn’t go to the work today, because I was feeling under the weather.
You are looking under the weather.

Take it easy = relax

e.g. If you are sick, you should lay down and take it easy.

Cut back = reduce your intake

e.g. My doctor said I need to cut back on my sugars.

Recharge your batteries = get more energy

e.g. Go outside and recharge your batteries.

Whiteboard

2.

Realization of meaning

Oral presentation sheet.

See appendix Acrobat file, pag. 10.

Practice page 11

Spelling Contest. Pair work

First,  the teacher divides the pupils in 2 teams, then the teacher says a word or a sentence for the students to spell.  Students should spell these correctly with not even one mistake. The team that has more points is the winner

Whiteboard

Worksheets

3

Reflection

Health rules: should/souldn’t

  • Prepared small pieces of paper each with either one thing students should do or one thing students should not do.
  • Tell the students that they are supposed to form sentences that explain  health rules.
  • Divide the class into groups (of 4 if possible, so that everyone gets a chance to speak).
  • Give each group the pieces of paper.

The winning group, the group that finishes first, reads their sentences aloud.

Worksheets

4

Extention

Feed back :continue the sentences:
I found out …..
I knew…..
I will tell to my classmates……

 

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