LESSON PLAN ‘TEACHER: Halil Dedic DATE:Feb $*, 2018 ‘TIME: 48" SCHOOL: OS Vukovije (Cass profile: Gade SI, ~Blementry “Teaching wait: People problem page ~Futwe Conditional Type oflesson: Presentation, Practice Sources: CChulenges 3~ Students book, Workbook ‘Aims and objectives: Read abou teenage robles; Future Coons; New Vocabulary ( personality adjectives, felings) Teaching methods: _Convessation, Reading comprehension, pesenhtion, listening, witng, speaking Cass management: Whole clas, individual work, pair wouk, group wonk ‘Teaching aids, materials and equipment: ‘Students book, Workbook, CD, CD player, Board, chalkAims end ‘Stages objectives Part Introduce the topic, eliit Innod ideas and ‘uction vocebulary ‘Teaching aids [Possible problems Class organization yrocediues and activities Interaction and materials end solutions Tuning ‘© Greet the Ss with everyday exyressions (H, Hello, T-Ss Good afternoon, ste) ‘© White down the topic of the lesson into the class book. ‘Check the homework fiom previous lesson, (Dapenaing ofthe type of homeork, tt ean be checked ‘whether through conversation, reading or wnitingit on board Pay attention on ining) ‘© Wite down the top ofthe lesson for today: ‘Module 7 Problem page, Future conditional ‘Exercise 1: Books ave stil closed) Play the recording and Ss ae listening tothe key words, (Check the undessianding ofeach word simplyby asking (Cwhat do you think does this word means something positive oF negative). “Tell Ss to open theurbooks. Refer them to the page 66, exercise | and read the task an English but making swe that everybody understand it If needed atk some students ‘to hry to tanalate the task into Bosnian Play the ecording again and Ss should pay attention on. pronunciation of each word, ‘Ask Seto use these key words to describe people in the pictues (Check their work by calling some of them to read their T_ gg sentences. 10min SB, WB D,cD Player SBProvide key vocsbulary, and tnaget language Present get language ‘© Exercise 2: Use the questions fiom this exercise to start bref class discussion, Ask some additonal questions as well (What magesines do you usually read? Whois answering questons? What hind of questions are there? ete ‘© Exercise 3: Read the task aloud and make sue that T-SS everybody understand. Pint to the letters on page 66 and point tothe answers on. ‘the othe side ofthe page. Ss have fo reed the letters (problems) and match them with their answers. (Check withthe whole class calling out some Ss to read ‘their answers ‘© Exercise 4: Read the task aloud in English, Elicit answers ftom the class. Accept any ideas supported [byaxguments. Make any other possible changes or add any other questions about this topic (IM do you thank problem ‘ats ese serious than probleme?) ‘© Exercise 5:on the board waite down the title T-ss [SB Grammar: Fuhue Conditional, [BOARD ‘Reed the task aloud in English. Explein thatthe answers ‘ze alzeady wnitten in the ext and Se have fo find them and [pul into the empty spaces ‘Se wnie these sentences into their notebooks. (check the meaning of adhtce and consequence) (explain IF WHENand UNLESS) ‘© Check their answers by calling out some of the Se 5~$ to reed their sentences while the rest ofthe clase is Listening and making any necessary conection. ‘© Exercise 6; Read the fas and elicit the answers fiom the Se. 25minPractice tanget language Practice tanget language ‘© Exercise 7, 8: Se can work in pais or individually Help Ss to complete the table and the rule. Check thei answers withthe whole class ‘© Exercise 9: Read the fask aloud and make sure all students understand what to do ‘If needed translate UNLESS into Bosnian language (ubolio). Try to elicit the answer fiom the students from. examples” She wont come unless you call her ‘Students cen make few diferent answers for this exercise ‘and if needed explain edetionally each one of them or ‘wnite on the board so students can wate it down into their notebooks ‘© Exercise 10: Read the task aloud and make swe everyone wlerstand it ‘Tell students they are going to complete this task individually, ‘They can wnte down into their notebooks numbers from 1 ‘to Send wnite down only the words which are missing “Help students to finish the fast two sentences and then ‘they continue working individually ‘After they have finshed, give them some ext time to ‘compu their answers 2 (Check their answers with the whole clas. + Exercise 11: (Set this task for homework). Read the exercise aloud making swe that everybody understand Intoduce the topic by explaining what as asked fiom them todo. Read the exemple and the dees how to give possible solution to a problems (Go thuough five sentences which have been started to 1make a good advice. ‘© Exercise 12: read the task aloud and make sure T-ss T-ss s-s SBeverybody understand ‘Tell students that they axe going to work in pais to finish this task. They can use cues from the book or their own ‘ideas to finish these sentences using {fo when. Go thuough the fast two exemples together with the whole class (Check their answers with the whole class making any conections if necessary. SB Part m1 Final Use taget language “Ending the lesson: Timeout actly, page 140, exerase 19 T-S ‘Setup this task and explain to students that they ae bout ‘todo e short questionnaire to check how much do they ‘have in common with their best fiend fiom the class ‘They work individually, trying not to see answers of theix friends. They can unite down answers into their notebooks land latex check . ‘They though questions and answering ss SB Encourage them to ask questions if they find any word ‘theydo not understand. CCall out some ofthe pits so they can ead their answers Homework: Exercise 11, $B, Page 67. 10min