LESSON PLAN

Teacher : Grigoras Elena Nellica

Institution: Scoala Gimnaziala nr.1 Ghermanesti
Grade : 7th ( 5th year of study)
Coursebook : Snapshot Pre-Intermediate (Longman)
Unit 11: Unless I get to bed,
Topic: Predictions and future possibilities
Type of lesson: mixed
Skills: speaking, writing, reading, listening
Methods: conversation, explanation, dialogue, exercise
Classroom interaction: individual work, pair work, Group work
Teaching aids: blackboard, chalk, handouts
Aims:
to check and improve vocabulary
to check and improve pronunciation
to make students confident in themselves when speaking a foreign language
to create a warm atmosphere
to encourage students to get involved in the conversation.
By the end of the lessons , Ss will be able to:
identify, formulate and use the verbs will/won't, may or might for predictions
talk about future possibilities
add I think, definitely, probably to their questions and answers
LESSON STAGES:
I.
Warm up : The teacher checks the presence and the homework.
Interaction: T-S
Technique: FW
Materials: blackboard, notebooks
Time: 2
II.
Activity 1 Picture exploitation
Background notes
Bowling (Tenpin Bowling) has been a popular indoor game for a very long time. We know that it was
played in Egypt as early as 5200 BC. The rules for the modern game were
standardised in the USA in 1895. You try to knock all the pins down with two balls. If you succeed with
only one ball you score more points. Any number of people can play
the game. The 60s was a time when young people in the USA and Europe became particularly
rebellious and frequently went on demonstrations and political marches - at the end of the decade there
were riots in Paris. Rock music became very popular and provided a focus for rebellion and also a way
of experimenting with new ideas. It was based on the Blues music of black American musicians.
Particularly popular rock bands included the
Who, the Byrds, the Rolling Stones and Jimi Hendrix as well as the Beatles. Solo artists, such as Janis
Joplin and Otis Redding, were also popular. Young people tried to make their clothes as outrageous as

they could, too. Big hairstyles were very popular and the
girls often wore very short skirts - mini-skirts.
T asks Ss: Who are the people in the picture? Where are they? What are they doing? What are
they wearing? Are they wearing any special clothes for bowling?
T uses the picture to teach some bowling vocabulary, e.g. ball, pins, a strike.
T asks Ss: What do you think the television screens are for? (To keep the scores) Have you ever done
any bowling/been to a bowling alley?
Interaction: T-S, S-T
Technique: FW, IW
Materials: blackboard, notebooks, SB
Time: 5
III.
Activity 2 Listening + Reading (Ex 1 page 64)
T gives Ss some general questions, e.g. Who is learning to bowl? (Tom) When is Tom on the
early shift?(Friday). T plays the tape while Ss read the dialogue and find the answers to the questions. T
elicits the answers from the whole class.
Interaction: T-S, S-T
Technique: FW, IW
Materials: blackboard, notebooks, SB
Time: 5
IV.
Activity 3 Comprehension
In pairs, Ss read the True/False questions in the SB and read Ex 1 again to find the answers.
T plays the tape again if necessary. T goes through the answers with the whole class.
Answer key
IF 2 T 3 T 4 DK 5DK 6F
Interaction: T-S, S-T
Technique: FW, IW
Materials: blackboard, notebooks, SB
Time: 5
V.
Activity 4 - Useful phrases (ex 3 page 65)
With books closed, T writes the phrases jumbled on the board. T asks Ss: Who said them?
Ss discuss this in pairs. T elicits ideas from the whole class. Ss read the dialogue in Ex 1 again to check.
T checks the meaning of the phrases and answers any questions Ss have. T plays the tape for Ex 3,
pausing for Ss to practice the phrases.
Answer key
I was
wondering ...
The only trouble
is ...
Can you do me a
favour?
It depends ...

All right.
It's a deal.
Jake
Nicola
Nicola
Tom

Tom
Tom

Interaction: T-S, S-T

Technique: FW, IW
Materials: blackboard, notebooks, SB
Time: 5
VI.
Activity 5 Grammar snapshot (Verbs will/won't, may or might for predictions)
With books closed, T writes some sentences of her own about the future on the board, leaving gaps
for will, may or might, e.g. /.....be at school tomorrow, It..the next World Cup, etc.
T asks Ss to decide how to fill the gaps. Ss discuss this in small groups.
T elicits answers from the whole class, checking the degree of probability, e.g.I.....be at school
tomorrow. Is this definite? (Yes) It ..rain this weekend. Is this definite? (No) Is it possible? (Yes)
T checks Ss understand that may and might have the same meaning here. T drills the sentences
briefly if necessary.
T elicits the negative forms from the whole class and practices briefly.
T elicits a question from the class, e.g. Will Italy win the next World Cup? Ss ask across the class
to establish the question form and the short answers, e.g. Yes, they will, No, they wont, They may/might.
In pairs, Ss think of three questions of their own. They ask and answer across the class for more
practice. If the class is large, Ss can practise in groups.
Ss read the examples in the SB. T elicits the answer to the question What is the difference in
meaning? as a final check.
Interaction: T-S, S-T
Technique: FW, IW
Materials: blackboard, notebooks, SB
Time: 10
VII. Activity 6 Practice
T uses question 1 as an example with the whole class to show Ss how they can add I think, definitely, probably to
their questions and answers. T practices across the class in open pairs.
T asks Ss: Can you think of any more questions (to add to those in the SB)?
In pairs, Ss ask and answer the questions. T asks Ss to ask and answer across the class, as a
final check.
Interaction: T-S, S-T
Technique: FW, IW
Materials: blackboard, notebooks, SB
Time: 5
VIII. Homework preparation Ex 6 page 65
T discusses this briefly with the whole class, e.g. T asks: What do you think will happen between Nicola
and Jake? Will they have a good evening? Why/why not?
Ss prepare their ideas in pairs.b Ss write in class in pairs or small groups, or
individually for homework. Remind Ss to use the language from the Grammar snapshot and Ex 5,
e.g.I think they'll .../ They probably wont ...
T asks one or two Ss to read their paragraph to the class for feedback.
Interaction: T-S, S-T, S-S
Technique: FW, IW, PW,GW
Materials: blackboard, notebooks, SB
Time: 12