LESSON PLAN

NAME: VINTILA ALINA-MIHAELA TEXTBOOK: HIGHFLYER LESSON: GIVE ME A CLUE DATE: 28.05.2013 TIME: 50 MINUTES CLASS: 7 B LEVEL: INTERMEDIATE GENERALCOMPETENCES: Understanding oral and written messages Producing oral and written messages SPECIFIC COMPETENCES: Learning about personality adjectives Using personality adjectives to describe people Learning about modals of deduction and speculation: must, cant, could, may, may not, might, might not Making deductions and speculations PRACTICE TECHNIQUES: INTEGRATED SKILLS TECHNIQUES: lockstep, pair work, fill in, parallel writing, brainstorming MATERIALS: textbook, blackboard, adjective scheme, worksheets.

STAGES OF THE LESSON 1. WARM-UP: The teacher checks whether there are any absent students; The teacher checks students homework; The teacher asks some questions about the previous lesson; The students answer. Time: 3min 2. PRE-SET PURPOSE: The teacher starts a short discussion with the pupils about first impression when meeting new people When you meet a new person what do you notice first? Just by looking to a person, can u tell some moral qualities of him/ her? The teacher asks pupils to open their books at page 66 She writes and underlines the title of the new lesson on the blackboard Give me a clue She asks students to say what does the title mean And what do they think the lesson is about The teacher asks the pupils to play a game Everyone takes a piece of paper The students have to write one word which describes their opinion about their desk mates Then the students take his/her paper and read aloud how their desk mates described them Time: 5min 3. PRESENTATION: PRE-READING- The teacher will ask the pupils where do they think clues are important? Who uses clues? The teacher gives the students a scheme with some personality adjectives In pairs, the students have to complete the scheme with the opposites of the given adjectives with the help of exercise 2/66.
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Time: 5min WHILE-READING: Pupils have to read aloud the text Graphologists, the writing detectives While doing it they have to note down all the unknown words in the text Time: 5 min AFTER READING: The teacher explains all the unknown words They teacher asks the pupils to tell their own opinion about the text and solve exercise 3/66 orally Time: 5 min 4. CONTROLLED PRACTICE: The students look at exercise 4/ 67 In pairs they have to read the text again and to complete the table Time: 5min 5. PRESENTATION: The teacher asks the students if they know what speculation and deduction means The teacher explains the difference between these two Deduction is an opinion based on evidence Speculation is an opinion which we do not have enough evidence to prove it. It may be possible but we are uncertain about it. The teacher explains that MUST and CANT are more powerful modals, that is why these are used for expressing deductions; whereas might, may could, are weaker and express speculation and writes examples on the blackboard Time: 7 min 6. CONTROLLED PRACTICE: The students have to look at exercise 5/67 They have to complete the text with the right modals The exercise is solved orally
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 The teacher corrects students errors Time: 5min FEEDBACK: The teacher gives to the students worksheets containing two exercises, one to describe a friends personality using as many personality adjectives as possible and the other to fill in the right modal verb. Some of the students read the answers aloud The teacher corrects the students errors. Time: 7 min ASSIGNING HOMEWORK The students will be given as homework exercises: 6/67 and they are asked to describe 3 persons in their family according to their handwriting The teacher explains the students what they have to do. Time: 3 min