Lesson plan

Date: 5th of March, 2009 Mentor: Claudia Bolcas Student: Silviana Secara School: Liceul Teologic Baptist Emanuel Class: 11th grade Level: Advanced Title of the lesson: As Luck Would Have It Type of lesson: Reading leading to grammar lesson Number of students: 25 Time: 50 minutes Objectives: By the end of the lesson students will be able to: name things which are supposed to bring good/bad luck; express the opinion about coincidences and speak about an experienced coincidence; extract the main ideas from a text; consolidate the rule that a verb followed by an infinitive refers to an action forward to the future and a verb followed by ing refers to an action before the main verb; recognize verbs followed by short/long infinitive (allow, attempt, deserve,etc) or gerund (avoid, detest, keep on, mind, etc); Teaching materials: textbook, notebook, blackboard Modes of interaction: teacher-whole class student-whole class pairwork individual work

Stages of the lesson/time

1.Warm-up 1

Objectives
To organize students To check students lesson

Teachers activity
Good morning students. How are you today ? Lets see who is absent today.

Students activity
Students answer: Good morning, teacher! Today no one is missing.

Mode of interaction
Teacher- whole class Student- whole class

2. Speaking 2

To stimulate students to speak To develop their ability of expressing their experiences and opinions

Teacher tells the students: What comes to your mind when I say the word luck ? The teacher writes the word on the blackboard and the words told by the students.(blackboard diagram) Ok, these are things that bring good luck. What other things do you know that are supposed to bring bad luck ? Very good. When was the last time you had some good or bad luck ?

Students answer: We thing of Teacher-whole a clover, a horseshoe. class Student-whole class

Students answer: Things like black cat, or Friday the 13th bring bad luck.

Teacher-whole class Student-whole class

A student answers: I had good luck when I took a good mark. Other student: I had bad luck when I hurt my leg. That was indeed some bad luck. A student answers: A

What about coincidence ? Who can tell me what is a coincidence? Have you ever heard of or experienced any strange coincidences? You were destined to receive a good mark.

coincidence is the presence of two strange events or circumstances. A student answer: When I had a test paper at Romanian, the teacher gave us the subject I learnt best.

3.Pre-reading 3

To get an overall idea of what the text is about To introduce the purpose of the lesson

Teacher announces the title of the text: As you may have noticed, today we are going to talk about luck The title of our text is The Laws of Freak Chance. Write down in your notebooks the title of the Unit, As Luck Would Have It, and the title of our article, please. Look at the exercise 1, page 92. You have to read the title of the text and scan the text in two minutes, in order to be able to tell me what the text is about. Now, who can tell me what is the main point of the article ? Very good. So the right answer is number 3.

Students write the title of the lesson in their notebooks.

Teacher-whole class

Students look at the title and read quickly the text.

Individual work

A student: The main idea of the text is that there are normally reasons behind coincidences.

Student-whole class Teacher-whole class

4. Reading 13

To lead to a detailed understanding of the article

Now look at exercise 2. You must read the article again and choose the correct answer. Please work individually, you may check the answers with your deskmate. Your time limit is 10 minutes.

Students read the text and write in their notebooks the correct answers: 1. C (lines 14-20) 2. D (lines 25-26 and 3541) 3. A (lines 44-48 and 9091) 4. B (lines 96-97 and 99101) 5. C (lines 103 and 108110). Your time is up. Lets check the Students read the answers. answers. When necessary, the teacher indicates the lines from the article where the right answer is to be found. Tell me what is your opinion about the article. Do you agree that coincidences usually have a rational explanation or do you believe in destiny ? Please raise hands those who believe in destiny. Why do you believe in destiny ? A student: I believe that things happen with a reason. Not necessarly a rational one. I think that we all have a destiny, something has been already written for us.

Teacher-whole class Individual work Pairwork

Student-whole class

To develop students ability to express their opinion about a written text linked to their own beliefs

Teacher-whole class Student-whole class

The teachet points to a student to answer the question. Very good. Who thinks that coincidences have a rational explanation or doesnt believe at all in coincidences? Ok, we have different opinions but the purpose of the text is to present in opposition coincidences, from a normal person or from scientists point of view, not to influence our point of view.

I dont believe in coincidences. Things that happen at the same time are just accidental not for a reason.

Teacher-whole class Student-whole class

5. Language Focus 10

To exploit the article for its language content

Now look at the exercise 4, page 93. Read the text again, very quickly, and then make questions for the given answers. You have 5 minutes maximum. Lets check the questions.

The students read the text again, and complete the task. The students read the questions: 1. What number did she think she had found on the notice board ? 2. Where was Paula Dixon flying to when she fell ill ? 3. Why did Doctors Wallace and wong win world acclaim ? 4. Why is it not so surprising for two strangers at a party to have a friend in common ? 5. How many people do most

Teacher-whole class Individual work Student-whole class

of us regard as close ? 6. What are the chances of getting a double six in 25 throws of two dice ? 7. When did Mendeleev publish his Periodic Table? 8. What other discovery benefited from a coincidence ? To revise students knowledge of grammar Turn the page and look at exercise 1. Who wants to read the guideline ? A student reads:Find examples of the following verbs in Laws of Freak Chance. Which are followed by the ing form? Which are followed by the infinitive form ? Which can be followed by both ? The verbs are : decide, finish, begin, need, stop, happen, seem. Students work in pairs. Students read the answers: Line 4- decided to call Lines 8-9-began to explain Line 10- stopped her saying Lines 11-12- happened to be Line 37- seem to fall into Line 95- seemed to follow Line 105- finished doing Lines 40-41- needed to help Teacher-whole class Student-whole class

Work with your deskmate, in silence please. I suppose you finished. Read the answers by turn.

Pairwork Teacher-whole class Student-whole class

A student: The verbs decide, happen, seem. Good. Now which verbs can be followed by infinitive ? Which can be followed by ing form, that is the gerund ? And which of them can be followed by both ? A student:The verb finish can be followed by gerund. The verbs stop, begin, need can be followed by both forms. Teacher-whole class Student-whole class

6. Follow-up activities 20

To consolidate students knowledge of grammar

Very good. Now lets see the exercise 2. Six of the sentences are incorrect. Find the mistakes and correct them. You must work individually, and them we will check the answers. The teacher leaves the students to work individually about 5-6 minutes. You should have finished by now. Lets check the answers. Which sentences are incorrect? Good. Which are the mistakes?

The students work individually.

Teacher-whole class Individual work

Sentences 1, 2, 7, 9, 11, and 13 are incorrect. 1. She doesnt remember learning to ride the bicycle. 2. I couldnt imagine living in a big city. 7. Im sorry but they made me (to) tell them where I had

Teacher-whole class Student-whole class

hidden the money. 9. They encouraged me (starting) to start playing the piano from a very early age. 11. We didnt expect you (being) to be home so soon. 13. They begged me/you/her/him/us/them/ to lend them the money they needed.

Lets go on to exercise 3. You Students work in pairs. have to fill in the square above each set of verbs with the appropriate number, which expresses the characteristic of the verbs. For example, the verbs avoid, detest,etc are normally followed by ing, so the right number is 4. Continue using this pattern. You may work with your deskmate. Who wants to read the Students read the answers : answers? - beg, dare, encourage, invite, persuade, urge are followed by an object and infinitive (with to) - allow, attempt, deserve, expect, fail, manage, neglect,

Teacher-whole class Pairwork

Teacher-whole class Student-whole class

threaten are followed by infinitive(with to) - forget, go on, like, regret, remember, stop, try are followed by ing or infinitive (with to) with different meanings - make, let, help are normally followed by object and infinitive (without to) - begin, continue, intend, propose, start are followed by ing or infinitive (with to) with small or no difference in meaning

To make students deduce the rule from examples

At exercise 4, you have to choose the correct alternative in the brackets to finish the rule correctly. Lets read the rules.

1. Verbs followed by an infinitive eg I expect to see him tonight often refer (back to the past)(forward to the future). 2. Verbs followed by ing eg I remember locking the front door when I left this morning often refer to an action or state (before the main verb)(after the main verb).

Teacher-whole class Student-whole class

Good. The last exercise for today is exercise 5. Complete these sentences using the verbs in the box in the correct form. You may need to add an object, direct or indirect. Work individually. You have abou 5 minutes. Lets check the answers.

Students work individually

Teacher-whole class Individual work

1. persuaded me to ask 2.regret leaving 3. let me help 4. expect me to work 5. avoid having 6. try seeing 7. intended to be 8. urged her to reconsider 9. deserve to be treated 10. I have neglected to keep 11. Im going to threaten to tell 12. dared me to do 13. have attempted to lift 14. stop to check 15. miss talking Thank you teacher. Good bye.

Teacher-whole class Student-whole class

7. Feed-back 1

To show them appreciation To stimulate their further participation

During the practice, when they solve correctly the exercises. You did very well today. I really enjoyed our lesson, I hope you did too.

Teacher-whole class

10

Good bye.

Blackboard Diagram

Horseshoe

Rainbow

Clover

Luck
Personal objects Rainbow

Medallion

Numbers

11

12

13