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LESSON PLAN
Teacher:
Date: 19.01.2006
Class: VIII A
Level: Upper intermediate
Book: Highflyer
Unit 10. Myths and legends
Lesson 2: Annie Oakley; grammar: too and enough
Time: 50 min
Objectives:
Activity 1: Warmer
Aim: to brainstorm descriptive adjectives
Procedures: Ss connect to the lesson and solve Task 1(write adj., make sentences)
T checks
Time: 10 min
Skills: W, S
Interaction: T>S, S>S, S>T
Activity 2: Reading
Aim: to read for general understanding
Procedures: Ss solve Task 1.2read & answer the q.What qualities made A.O.
famous?
T checks
Time 15min
Skills: R, S
Interaction: S>S, S>T
Activity 3: Reading
Aim: to read for specific information
Procedures: Ss solve Task 1.3- match the topics with the paragraphs
T checks
Time: 5 min
Skills: R, W
EXAMPLE 3
LESSON PLAN
<HENRY VIII>
A. Description of the class and lesson
Level: INTERMEDIATE
Students between the ages of 12-14
The lesson takes place from 1-2 p.m. on Wednesdays. SS are generally enthusiastic and eager to
learn new things. SS have completed approximatelv 400 hours of English.
B. Recent work
The students have been studying Defining and Non-Defining Relative clauses.
Writing complete Defining and Non-defining relative clauses about famous people (Le. The
Beatles, Ludwig van Beethoven, etc.) and places (Le. The Seven Wonders of the World).
Listening work (listening for detailed comprehension) (Le. the body scanner, the first heart
transplant).
C. Objectives
1. To create interest in the lives of famous people; to promote discussion.
2. To raise expectations and create involvement in a listening task.
3. To listen for specific information (I).
4. To listen for specific information (II).
5. To prepare a description of a famous personality.
D. Contents
Objective 1: estimated time: 5 minutes
a.) Context
SS' own general culture - famous people
Discussion in small groups.
b.) Activity /
SS are asked to agree on describing a famous person whose name
class organisation
the receive on a card.
c.) Aids
Name cards; each card contains the name of a famous person
All and any
d.) Language
Ss should concentrate on using relative clauses.
Ss may not have much to say.
e.) Possible problems
T will be ready to prompt if necessary, or shorten the activity if that
seems appropriate.
woman
child
marriage
divorce
death
2. The whole class contributes with suggestions to T who writes on the Bb all
the possible ways of getting rid of a wife.
c.) Aids
d.) Language
e.) Possible problems
a.) Context
b.) Activity /
class organisation
c.) Aids
d.) Language
e.) Possible problems
E. Additional possibilities
1. A co-operative writing exercise in which Ss (in groups) write a story starting:
"Once upon a time there was......................"
2. A debate - Ss are divided into groups:
a.) the defence attorneys;
b.) the prosecutors;
c.) the jury.
Each group has its definite role. The first two groups prepare arguments for and against the
defendant - Henry VIII. Finally, the jury decides whether he should or not be sentenced and if yes,
what sentence would be the best.
Henry VIII
IN THE YEAR 1509 Henry VIII became king of England. He was the son of Henry VII, a
king who was clever with people and careful with money. Unlike his father, Henry VIII maintained
a magnificent court and spent a lot of money on wars, from which England had little to gain.
Two weeks before he was crowned, Henry married Catherine of Aragon. They were happy
together at first. She was a good wife and she was brave, too. In 1513 while Henry was fighting a
battle in France, James IV, the Scottish king attacked England. Catherine got an army together and
the Scots were defeated. J ames himself wras killed in the battle. One thing was wrong with Henry
and Catherine's marriage. Time
was passing and they did not
have a son. All their babies,
except their daughter, Mary,
died a few weeks after they
were born.
Henry wanted to divorce
Catherine and marry somebody
else because he longed for a
son, an heir to the throne of
England. As England was a
Catholic country, he needed the
oonsent of the Pope in Rome.
But the Pope did ;not agree to
Henry's divorce and this made
him very angry. The king
decided to make himself head
of the Church of England and
as soon as this happened he was
free to divorce Catherine.
Soon, Henry married a young
girl with black eyes and. long,
flowing hair. Her name: was
Anne Boleyn. She gave him a
baby, but again it was a daughter, Elizabeth.
Henry got tired of Anne and of waiting for a son. He accused her of unfaithfulness and she
was found guilty. In May 1536 Anne was beheaded and only eleven days later he married his third.
wife, Jane Seymour.
Jane was a plain, simple girl but Henry really loved her. She gave him the son he wanted so
much. They called him Edward. Unfortunately, Jane fell ill and died leaving Henry heartbroken.
For political reasons, three years later, in 1540, Henry married Anne of Cleves. She was rather
ugly and when Henry first saw her he said 'I like her not'. This was a short marriage because Henry
divorced Anne in the same year.
Three weeks after the divorce, the king married Catherine Howard, a pretty, young girl
Unfortunately, by this time, Henry had grown old and fat. Catherine did not love the king, she loved
somebody else and it was not difficult for Henry to find out. The result? She was beheaded in 1542.
Old and sick, Henry needed someone to look after him and in 1543 he met Catherine Parr and
married her. Catherine was good with the king's children and everything seemed to be all right, but
soon Henry died leaving behind his wife and iliree children.
1
2
Read as you listen to the story. Why do you think this king is so well known?
Read the text again. Copy and complete the chart with the words beheaded, died, divorced or
survived.
EXAMPLE 4
Activity 2
Aim: To practise listening for the main points of a story
To practise listening for details in a story
To practise predicting subsequent events in a story
Procedure:
1. Look at the text book: Unit 5, Lesson 3 Exercise: II.1
Go through the questions with the class and give them the while-listening task: To record the
answers to these questions as they listen to the story
2. In pairs the students to check each other's answers. If necessary, listen to the text again. Teacher
checks answers with the class.
3. Exercise II.2. Go over the text with the students. Allow them to predict what they can from the
missing words. Tell them to listen to the story and as they do, fill in the missing words.
Teacher checks answers with the class
4. In pairs the students have to check each other's answers and, if necessary, listen to the text again.
Teacher checks answers with the class
5. Exercise II.3. In pairs, students read the alternative endings and select one. They then listen to the
story to confirm/disconfirm their predictions.
6. Exercise II. 4. Students to look at the multiple-choice answers. Predict which ones are likely to be
correct. Listen to the story to confirm or disconfirm the predictions. Check answers with
partner. Teacher checks answers with the class.
Activity 3:
Aim: To practise using the passive voice in reported speech with the functions of instructing,
requesting and advising someone.
Procedure: 1. Teacher provides a narrative context:
"I was travelling to Constanta last summer by train and it was incredibly hot. One woman in the
compartment was suffering terribly and she said to me "Would you open the window please? ": So I
got up and opened the window. Suddenly an old man sitting.in the corner shouted: "Close that
window!". I didn't know what to do. An old lady put her arm on my hand and said: " If I were you
I'd close it." To the other woman she said: "You should stand in the corridor to get cool.
2. Teacher tels students to listen again and record the direct speech sentences. Teacher checks them
and writes them on the board.
3. Teacher checks the functions of theses utterances. (Request, order, advice) Ask for verbs to
express the functions: tell, instruct, order // ask // advise, recommend
4. Students to put the direct speech statements into reported speech in writing
5. Transform these active statements into passive voice. What effect does this have on meaning?
Why use the passive here?
6. Put the students into groups of 4 for practice:
St. 1 Provides an utterance based on one of the functions advice, order, request
e.g. "Stand up!"
St 2. Is deaf so he says to St.3 "What did he say?"
St. 3 reports what St.l said: "He told you to stand up"
St. 4 transforms this into the passive: "Yes you were told to stand up"
This practice round continues until the teacher has monitored all the groups sufficiently.
Activity 4
Aim: To use the passive voice in reporting opinions about a person
Procedure:
1. Teacher draws a picture of a woman on the board
2. This is a mystery woman who has just moved into the neighbourhood. As usual people start
talking about her.
3. Teacher writes categories on the board & elicits options from the students
1.
rumours
murdered
her husband
believe
lived in
Paris
say
very rich
acknowledge (fact)
incredibly beautiful
4.
5.
4. Show how this can be used to pass on gossip about someone:
She is rumoured to have murdered her husband believed to have lived in Paris said to be very rich
and acknowledged to be very beautiful
5. Teacher uses self as model. What do you know about me? Imagine I have just come to work at
this school. You want to find out about me so you ask your friends. Do they know? No, but
they can pass along rumours . A class milling activity. Use the question "What do you know
about the new teacher'?"
6. Students report back on the rumours they have heard.