Lesson Plan

Teacher: Conghilete Marin Florina-Elena

School: Școala Gimnazială ”Virgil Calotescu” Bascov
Class: 8th
Date: March 21st 2018
Coursebook: Snapshot Intermediate by Brian Abbs, Chris Barker, Ingrid Freebairn

Visual aids: Whiteboard, worksheets, Power Point presentation

Types of activities: individual, group work, whole class
Types of interaction: Teacher-Student, student-student
Grammar Topic: Passive Voice
Vocabulary in Use: Struggle for survival (endangered, extinct, threatened, turtle, predator, nest, remote,
development, tread, threat, pollution, destruction, organization, reduction, fall, survival)
Time: 50 minutes
Skills: reading, writing, speaking
Strategies: exercise, conversation
Topic: Struggle for Survival

Aim: To introduce and practice new vocabulary

Subsidiary Aims:
 To develop reading skills
 To develop self-study skills – note taking
 To promote interest in the problem of endangered species
 To understand important causes of the problem of endangered species and to find some solutions
Level: intermediate
Previous Lesson: Heat and Dust
Type of Lesson: Reading and vocabulary
Tim Skills Activities What the student does
e
Warm-up
2 Speakin The teacher asks the students if there are any absentees
min g and notes them. Then, the teacher asks if they had any Students answer the
homework to do at home. They didn’t have any, so the questions.
teacher moves forward to the next moment of the lesson.

Link between warm-up and presentation

Name of the activity: What do you know about
animals? Students listen and
answer the questions
The teacher shows to the students a set of animal using the vocabulary
pictures such as rhinoceros, elephant, panda bear, etc. previously learned
6 and asks students to name them. After the students had
min identified all the animals, the teacher asks them
Speakin questions such as:
g What do you think all these animals have in common?
Where do they live? Students listen and
Is the world a safe place for all animals and plants? Why answer.
or why not?
Can you mention any endangered species from our
country?

Afterwards the teacher writes on the whiteboard the

word ENDANGERED and asks the students to try and
define the word. Then she asks one students to come in
front of the class and look for the word in a dictionary.
The student reads the definition to his/her class mates.
The teacher informs the students they are going to read a
text about sea turtles and asks them to open their books
on page 92.
Students read the text
answer the questions.
10 Reading
min Students take turns to read the text.
Reading When they finish reading, the teacher asks them
questions to check the understanding.
Where do sea turtles live?
What breeding habits do they have?
Which are the causes for becoming endangered?
What solutions for this problem are mentioned in the
text? Students listen to the
10 instructions and write
min Presentation of the new vocabulary their answers.
Then, the teacher asks the students to look at exercise 1/a Afterwards, students
Writing on page 93. In pairs, they have three minutes to scan the read their answers.
text and find synonyms for the words and expressions
given and note them down in their notebooks. While
students are working, the teacher is monitoring them and Students take notes.
answers any possible questions.
When the time is up, the teacher questions the students to
Speakin find their answers and corrects any possible mistakes.
g Afterwards, the teacher wants to know if there are any
other unknown words and writes them on the
whiteboard, explaining them to the students and asking
them to find Romanian equivalents.
6 Students read the text
min Practice 1 again and complete the
The teacher informs the students they have to copy the missing information.