APPENDIX 6 : LESSON PLAN/POLLUTION

Name: Diaconu Mihaela-Claudia

School: Sagna, Neamt
Form: 8TH Grade
Text-book: Snapshot-Intermediate(Longman)
Unit: 16, Struggle for survival
Lesson: Sea turtles in danger
Date: The 14th of May
Time: 50
AIMS:

To arouse students interest in the subject and in matters concerning

environmental protection;
To get students express thoughts, feelings and exchange personal opinions in
English;
To encourage students to scan for specific information and read further
outside the classroom;
To develop the students reading, skimming, scanning, note taking,
summarizing and writing skills;

OBJECTIVES:
By the end of the lesson,
SWBAT use their knowledge of English language to read a text and express their
thoughts and feelings concerning the environmental problem;
SWBAT argue their point of view and support their position with examples;
SWBAT use the new vocabulary in new contexts;
SWBAT express their point of view and support their position with examples
CLASS MANAGEMENT: IRF-individual work, group work, whole-class, LOCKSTEP(T-SS,SS-T), pair work, group work.
MATERIALS: Text-books, magazines, power-point presentations, black-board, fact-file
handouts; OHP; Internet;
TEACHING TECHNIQUES: Brainstorming, problem questions, Jig-saw, comprehension
questions, skimming, scanning, Star-bursting, Project; Written assignment

GENERAL DESCRIPTION OF THE CLASS:

The students have been studying English for 4 years but show different degrees of
proficiency

Stage
Warm-up

Aims

-To create a relaxed

atmosphere for the
lesson
-To stimulate Ss and
motivate them to
participate
Homework -To activate the Ss
correction
experience and
involve them into new
situations
-To check up the
students diligence in
solving the given tasks
Pre-reading -To activate Ss
activity
knowledge of the
language;
-To personalize topic
-To make the students
interact and share
thoughts and feelings,
to introduce topic,
raise expectations,
facilitate reading

Activities
1.The teacher asks Ss to watch some videos

Techniques

Interaction

Skills

Time

Problem
questions

Lock-step
Whole-class
Group work

S
W

T-SS

S
W

Discussion
2. The teacher checks the homework, corrects, gives or
asks for extra information whenever is necessary(the
students had to prepare a short report about crime and
punishment amongst young people and exercises using
used to and be used to)
3. Book closed, the T previews some of the vocabulary
introduced in this new lesson by drawing a word cloud
on the board containing the word ENVIRONMENT;
The SS have to find as many words as they can and
formulate also some questions;
The T writes the examples and the questions on the
black-board;

Brainstorming
Star bursting

Lock step
IRF

S
L

Stage

Aims

Activities

Techniques

Interaction

Skills

Time

While
Reading

-To develop fast ,

silent reading skills;

4.The SS are asked to skim the text and write down in

one sentence what the text is about;
The SS read their sentences and the T writes the best
answer on the black-board;

SKIMMING

IW

-To promote global

reading for meaning;
-To encourage ss to
infer meaning of
unknown items from a
context

W-CL
R
SCANNING

5.The SS scan the text and identify the meaning of

new words from the context(ex.1a/pg.92)
6.The SS take turns and read the text aloud.
The new words are discussed and written on the blackboard and SS use new vocabulary in sentences.

IW
Sentence-level
reading

Post
Reading

-To get feedback on

the comprehension of
the text;
-To foster pair and
group work;
-To develop speaking
and communicative
skills on topics of
general interest

7. The students have to answer some questions

regarding the the information in their text:
The T asks the SS to complete a fact-file about the seaturtles;(ex.1b/pg94)

Comprehension
questions

IW

18

GW
S

8. The T presents a PPT and the SS have to answer

some questions and identify all the types of pollution
existing in the world;
Discussion-The SS discuss about the problem of
pollution
9. In groups of 4 or 5 the SS have to identify 4-5 types
of pollution and suggest measures and solutions that
might improve the situation in the world;

W-CL
Discussion
GW

W
S

JIG-SAW
Follow-up

Homework

-To prepare SS for

their homework
assignment;

-To get SS perform

written tasks similar to
those encountered in
the real life

Each group has a leader who will present its group plan
regarding the short and long term actions necessary to
protect the world against all kinds of pollution;

(PROJECT)
Portfolio

11.The students have to answer the initial questions;

The T gives SS a situation they have to read and
discuss with teacher what immediate measures can be
taken: There was some repair work don in the schoolyard and the workers have gone away leaving behind a
huge heap of rubbish
The students have to write an e-mail to a construction
company complaining about the situation and asking
for immediate measures.
The T tells the ss the requirements of the task(the
format and layout of the e-mail, its content and
organization)

5
W-CL

Question
answer

2
IW

Situation

Written
Assignment

Project of Didactic Technology