LESSON PLAN

SCHOOL: Liceul Tehnologic Henri Coand Buzu

TEACHER: Mutoiu Lavinia
CLASS: a-X-a
LEVEL: Intermediate
LESSON: Be clean, be green
RESOURCES:
Click on 4, Express Publishing 2002
The overhead projector
Visuals
Worksheets
Class CD
Board
SEATI NG ARRANGEMENT: Horseshoe
CLASS PROFI LE: This classroom is made up of twenty students Most of them manifest enthusiasm towards activities prompted by
pictures and reluctance towards speaking activities. They understand instructions fairly easy and manage to carry out the tasks in
teams and pairs, often with the teachers support.
LESSON AI MS:
to identify and provide solutions to common environmental problems;
to listen to extract specific information;
to match key-words with a reading passage;
to build up vocabulary connected with environmental issues;
to reflect upon own learning and performance
STAGES

TI ME STAGE PROCEDURE I NTERACTI ON MATERI AL ANTI CI PATED
PROBLEMS AND
SOLUTI ONS
5 Class organization:
Greetings; checking
attendance; preparing
SS for the lesson
T greets the SS and sets the right
mood for the lesson through
spontaneous dialogues that foster a
positive classroom atmosphere.
TSS
SST

None



10 Activity 1: Lead-in T introduces the title (Be clean, be
green) and elicits its meaning (We
should all protect the environment
and preserve nature). SS attention
is then directed to some pictures, all
of which showing threatening
environmental problems. SS identify
the problems the pictures relate to
and come up with effective
solutions, relying on their personal
experiences as well. (e.g. Picture 1
relates to the problem of
deforestation. It would be a good
idea to plant trees to help solve the
problem of deforestation)
TSS
SST

Visuals
OHP

P: SS may not know the
English words for the
problems shown.
S: T prompts when
necessary suggesting the
right words/expressions
and helping SS get their
ideas across.
10 Activity 2: Listening
comprehension
T tells SS they are going to listen to
three dialogues and establish what
they all have in common. Each
dialogue will then be exploited in
terms of topic and vocabulary
occurrences. Alternatively, if time
allows, SS will take turns role-
playing the dialogues.

TSS
SST
SSSS
Class CD
Worksheets
Tape script
P: SS might need to
listen to the tape twice in
order to complete the
task.
S: T will play each
dialogue in its turn to
facilitate comprehension.
10 Activity 3: Reading
comprehension
T will hand out worksheets
containing small texts discussing
environmental problems. SS will
read the descriptions in pairs and
match them with the problems listed
(litter, deforestation, acid rain,
water contamination, depletion of
the ozone layer). To check
comprehension, T will ask
TSS
SSSS
SST


Worksheets P: Individual words can
impede comprehension.
S: T will walk around to
make sure that all SS get
the work done and
prompt if necessary.
additional questions or work on
some lexical items that can prevent
comprehension of the reading
passages. The reading passage will
then be used as a springboard for
speaking where SS can suggest ways
in which we can be planet friendly.
10 Activity 4: Vocabulary
work
T gets the SS to practise the new
vocabulary through meaningful
activities (unscramble the words,
matching, wordbox)

TSS
SSSS
SST


None P: Some SS may not stick
to the task set by the T.
S: T goes round the class
monitoring their work
and prompting if
necessary.
5 Feedback session
(Assessment&Self-
Assessment)
T summarizes the lesson and
assesses what has been achieved by
asking brief questions about the
content. If time allows, SS will
complete a questionnaire (How
environmentally aware are you?)
TSS
SST

Brief oral
questions
P: 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.