Modulul psihopedagogic - Nivelul II, anul II master

Practica pedagogic
7.02.2015

Student: Simona-Maria Bcoanu

Facultatea de Litere
Master: Lingvistic Aplicat Didactica Limbii Engleze

LESSON PLAN - 1
SCHOOL: Colegiul National Mihai Eminescu, Iasi
TEACHER: Bacaoanu Simona-Maria
DATE: November, the 28th
CLASS: 10th A/upper intermediate
TIMING: 50 min
TEXTBOOK: Upstream Upper Intermediate
Previous work:
-

The students are accustomed to varied interaction patterns;

The students are very good in fluency-oriented activities;
The students know how to express their opinions and support them with valid arguments

Learner preferences:
-

Interaction variety
Share opinions

Lesson type: Writing Practice

Lesson Topic: Unit 2: Moods and Feelings
Skills: reading, speaking, writing (integrated skills)
Lesson Objectives: by the end of the class students will be able to:
-

use specific words when writing a letter or an invitation

use indirect questions when requesting information
use appropriate words/structures when writing a text (apology letter)

Didactic strategies:
-

methods and procedures: interactive methods, buzz group, conversation, explanation

teaching aids: textbook, blackboard
organization: class work, pair work, individual work

Assumption: Ss might need more time for some of the activities

Sequence of activities:

1. Vocabulary practice
Aim:
To see if the Ss know what words to choose to complete a text

PROCEDURE
T reminds Ss about the state verbs (what they express)
and about the difference between Used to/Be/Get used to
(4.a)/32) and that they had to complete a text about
happiness (7/33).
8/33 T explains the task, goes through the strategy point and
explains Ss that they must follow the advice given there. T
reads the title and asks the Ss what that they know about
Feng Shui, then asks Ss to skim the text ignoring the
missing words. T asks a few questions to check
comprehension (booming sudden increase associated with
business, vibes). Then, Ss do the exercise and it is
afterwards checked orally

1/34. T asks Ss if they receive/send emails/

text messages/ letters and what their purpose is. Or if they
consider them important (like the Feng Shui text from the
previous activity)
T goes along with the class through the theory box and
reads the rubric. Ss underline the key words. Then Ss
answer the questions.

INTERACTION
Ss-T
Pair-work

TIMING
3 min
(5-6 min)

3. Analysing a letter of invitation

Aim:
To make students aware of the elements of an invitation.

PROCEDURE
2/34 a), b), c).
T explains the task. Ss complete the task. Check Ss
answers.

TIMING
10 min

2. Pre-Writing: transactional letters Understanding the rubric

Aims:
To make sure that Ss understood what the elements of a transactional letter are

PROCEDURE

INTERACTION
T-Ss
Ss-T
speaking, reading
Individual work

INTERACTION
Ss-T
Speaking, reading

TIMING
a) 1 min
b) 4 min
c) 1 min

INTERACTION
T-Ss
Ss-Ss
Reading, writing,

TIMING
8-9 min

4. Controlled practice
Aim:
To make sure Ss know how to use indirect questions

PROCEDURE
3a,b/35. Pair work
T explains the task and allows Ss time to read the extracts.
T explains that indirect questions are used in semi-formal
writings. T reads the example and points out the differences
between direct and indirect questions. Ss do the task (the
rest of the questions). T checks Ss answers.

5. Writing
Aims:
Ss rewrite a text in a formal style, using given notes.

PROCEDURE
4/35. A) T explains the task. Ss read the
extract and complete the task in pairs. Check answers.
b) T explains the task and points out that the style of the
extract is too informal. Ss have to match the sentences to
the notes and rewrite the text.

INTERACTION
Ss-T
Writing, speaking
Ss-Ss

TIMING
3 min
4 min

6. Pre-Writing: understanding the rubric

Aims:
To make students identify the elements that should be found in a complaining letters.

PROCEDURE
T explains the task. Ss read the rubric,
underline the key words and complete the task. Check
answers afterwards.

INTERACTION
T-Ss
Ss-Ss
Writing, reading
speaking

TIMING
8 min

LESSON PLAN - 2
SCHOOL: Colegiul National, Iasi
TEACHER: Bacaoanu Simona-Maria
DATE: March, the 27th
CLASS: 9th A/ intermediate (B2)
TIMING: 50 min
TEXTBOOK: Upstream Intermediate
Previous work:
-

The students are accustomed to varied interaction patterns;

The students are very good in fluency-oriented activities;
The students know how to express their opinions and support them with valid arguments

Learner preferences:
-

Interaction variety
Work in pairs/groups
Share opinions

Lesson type: Vocabulary Practice

Lesson Topic: Unit 6: Better Safe than Sorry
Skills: reading, speaking, writing (integrated skills)
Purpose:
-

To encourage the Ss to use the new vocabulary in context

To increase student-student interaction through group work activities

Lesson Objectives: by the end of the class students will be able to:
-

use words concerning technology at home

describe types of crimes
use phrasal verbs in complete sentences

Didactic strategies:
-

methods and procedures: interactive methods, buzz group, conversation, explanation

teaching aids: textbook, blackboard, handouts
organization: class work, pair work, group work, individual work

Assumption: Ss might need more time for some of the activities

Sequence of activities:

7. Checking homework
Aims:
To make sure that everyone has their homework done right

PROCEDURE
The teacher checks the homework. In case
of mistakes, she asks the Ss to correct them. In case of
need, she gives any necessary explanations.
Ex 3 orally
The 10 types of crimes: at the blackboard.

5b/86. T explains the task and after, elicits

sentences from students around the class.

TIMING
4 min

INTERACTION
Ss-T
Pair-work

TIMING
6 min

INTERACTION
Ss-T
Speaking, reading

TIMING
4 min

10. Inductive presentation of home technologies

Aims:
to make students aware of several home appliances

PROCEDURE
6a/86. T asks Ss to look at the pictures 1-6.
T Asks a student to read out the words and elicit answers
from Ss around the class. Ss might also list other devices
they have at home.

INTERACTION
T-Ss
Ss-T
Writing, speaking,
reading
Individual work

9. Controlled practice
Aims:
To make sure that Ss understood how to use indefinite adverbs of time frequency

PROCEDURE

TIMING
3-4 min

8. Lead-in
Aims:
To get Ss used to speaking about home technologies

PROCEDURE
5a/86. The teacher explains the task and elicits or
explains the meanings of technophile/technophobe. Ss
complete the task. T checks Ss answers by asking some of
them to read their sentences aloud. At the end of the quiz
the T does a quick survey of the class to see how many Ss
scored mostly As, Bs, or Cs.

INTERACTION
Ss-T;
Speaking, reading,
writing

11. Controlled practice

Aims:
To make sure Ss know the use of different home appliances

PROCEDURE
6b/86. T explains the task. Ss do the
exercise. T checks Ss answers

INTERACTION
Reading, writing

TIMING
3 min

12. Controlled practice

Aims:
Ss use phrasal verbs related to the use of different devices and find their antonyms.

PROCEDURE
7/86. T explains the task. Ss complete the
task. T checks Ss answers and elicits them around the class.

TIMING
3 min

13. Group-work
Aims:
To make students work and interact with each other toward a common goal.

PROCEDURE
T splits Ss into groups. Each group
receives a handout which contains a spidergram and they
have to complete it. After that, the group has to create a
presentation of the product they have on their handout.
After that, they will have to choose a spokesperson who
will share the presentation to the rest of the class.

INTERACTION
Ss-T
Writing, speaking

INTERACTION
T-Ss
Ss-Ss
Writing, speaking

TIMING
5 min
7 min
3-4 min

14. Controlled practice, pair-work

Aims:
Students will be able to use the appropriate form of penalties of appropriate words for different
crimes

PROCEDURE
a) T explains the task. T reads out the title of the text and
asks Ss what they think the text might be about. Ss work
in pairs to complete the task. Ask Ss for unknown
words.
b) Read through the columns and Ss complete the task. T
checks Ss answers.
Homework: writing, 11, p. 87

INTERACTION
T-Ss
Ss-Ss
Writing, speaking

TIMING
5 min
3 min

Metoda I :
Textul original:
(Biatul Ancor)
By Tim Burton

I t was ugly and gloomy,

and as hard as a kettle.
It had no pink skin,
just heavy gray metal.

There was a beautiful girl

who came from the sea.
And there was just one place
that she wanted to be.
With a man named Walker
who played in a band.
She would leave the ocean
and come onto the land.

The baby that was meant to bring them

together,
just shrouded them both
in a cloud of foul weather.
So Walker took off
to play with the band.
And from that day on,
he stayed mainly on land.

He was the one that she wanted the most.

And she tried everything
to capture this ghost.
But throughout all their lives
they never connected.
She wandered the earth
alone and rejected
Nothing could join them,
except maybe one thing,
just maybe...
something to anchor their spirits....
They had a baby.

Version A.

And she was alone

with her gray baby anchor,
who got so oppressive
that eventually sank her.
As she went to the bottom,
not fulfilling her wish,
it was her, and her baby ...
and a few scattered fish.

There was a magic pen

who came from the sea.
And there was just one sheet
that she wanted to be.

There was a beautiful girl

who drew a yellow pea.
And there was just one place
that was full of light.

With a man named Walker

who played World of Warcraft.
She would leave the ocean
and come into his hand.

With a painter named Walker

which played in a band.
It would leave the table
and come onto the land.

He was the one that she wanted the most.

And she tried everything
to capture this ghost.

He was the one that she wanted the most.

And she went in the club
to capture this ghost.

But throughout all their lives

they never connected.
It painted them together
alone and rejected

But throughout all their lives

they took a lot of selfies.
She wandered the earth
alone and happy

Nothing could join them,

only one thing,
just maybe...
something to anchor their spirits....
They had dinner under the moonlight.

Nothing would stop it,

except maybe one thing,
just maybe...
stronger for their spirits....
They had a baby.

I t was ugly and gloomy,

and as hard as a stone.
It had no pink skin,
just heavy gray metal.

Pretty and soft,

and as hard as a kettle.
It had no skin,
just heavy gray metal.

The baby that was hungry all the time,

just shrouded them both
in a cloud of foul weather.

The rubber that was meant to bring them

together,
just shrouded them both
in a aluminium foil

So Walker took all the money

to play with the band.
And from that day on,
he stayed mainly on land.
And she was alone
with her gray baby anchor,
who fell asleep
that eventually sank her.
As she went to the bottom,
not fulfilling her dish,
it was her, and her baby ...
and they lived happily ever after.
Version B.

So Walker took off

to play with the band.
And from that day on,
he stayed mainly on land.
And it was blunt
with her gray baby anchor,
who got so oppressive
that eventually sank her.
As she went to the top,
not fulfilling her wish,
it was her, and her baby ...
and a few scattered fish.

Activitatea are loc in stadiul de Pre-Reading

Pentru aceast activitate am ales o poezie scris de Tim Burton din colecia sa intitulat
Melancolica Moarte a Biatului Stridie i alte Poveti. Acest poem, la fel ca i celelalte, este
caracterizat de umor negru si de ironie i prezint trista poveste a trei persoane care niciodat nau putut funciona ca o familia normal: mama este, cel mai probabil, o siren care triete in
adncuri, tatl este mai mult preocupat de trupa n care cnt, iar copilul este o povar.
Pornind de la original, am ales s creez dou versiuni ale aceleiai poveti, ns cu versuri
amestecate, iar elevii vor trebui s i pun unul altuia ntrebri pentru a ajunge la o versiune
comun, cea adevrat. Pentru aceasta, ei vor trebui s acorde atenie elementelor de versificaie
(rim, ritm, msura versurilor). Consider c aceast metod didactic este interactiv deoarece
elevii vor fi motivai s termine activitatea, ntruct povestea este puin neobinuit i
interesant, atractiv, din punctul meu de vedere. (10 min, clasa a XI-a)

2. Tehnica Lotus:
Activitatea are loc la sfarsitul lectiei, dupa exercitiile de vocabular.
Primete fiecare grup ( de 5 elevi) cte o foaie cu o floare de nufr care, in centru
conine o imagine cu un dispozitiv electronic si alte 8 ramuri ce trebuie completate. Dup care,
fiecare grup i alege un lider care va prezenta acel obiect in faa clasei. In final, in funcie de
ct de bine i-au prezentat dispozitivul, prezentatorii primesc voturi din partea celorlali. (15
minute, clasa a IX-a)

Add words to your spidergram, then make up sentences using the words in order to make up a
presentation of the product given below.

s
t
l
e
d
s
f
o
p
p
y
d
i
k

a
e
i

l
t
i
h

w
i
t
h
d
r
a
w

m
e
m
o
r
y
a
d
d
r
e
s
s

I
D

Metoda 3: Lanul Povestirii (Chain-Story)

Aceasta activitate are loc in stadiul de While-Writing
Elevii sunt mprii n grupe de cte 4. Pe o foaie de hrtie fiecare grup
scrie: Once upon a time there was a beautiful princess warrior who lived in
Brooklyn, NY. Acum elevii trebuie s continuie povestea scriind urmtoarea
propoziie i apoi o dau mai departe celui din partea stng din grup. Fiecare are
dreptul s scrie o singur propoziie. Apoi copiilor li se cere s i aleag un lider
care s citeasc povestea n faa clasei. (6 minute, clasa a IX-a)

Test de evaluare

Past form of Verb To Be

A) Put these sentences into the PAST. Use past form of verb TO BE :
1. Jane and Michael are tired. .
2. Shes in the park. .
3. Its a sunny day. .
4. Youre late. .
5. They arent hungry. .
6. We arent at work. .
7. Im thirsty. .
8. You arent at school. .
9. Were at the cinema. .
10.Paula isnt happy. .
11.Everyone is excited. .
12.Im not afraid. .. ...
B) Choose WAS or WERE and circle it:
1. He was / were a policeman.
2. We was / were very happy.
3. Was / Were you happy?
4. They wasnt / werent interested in.
5. I was / were at school.
6. It wasnt / werent expensive.
7. Was / Were she your teacher?
C) Are these statements TRUE or FALSE? Correct the FALSE statements
using WASNT or WERENT:
Example: a) Bill was an old man during the First World War. FALSE- Bill
wasnt an old man during the First World War.
b) Bill was in the army. TRUE
c) Bill was in Poland. ..
d) Bills wife and children were in Italy. .
e) It was dangerous in London.
f) There was a lot of food in London. ..
g) The children were quite old.
h) The children were frightened. .
D) Make questions about the text using WAS or WERE:
Example: a) How old / Bill / during the First World War? How old was Bill
during the First World War?
b) / Bill / in the army? ?
c) Where / Bill? ..?
d) Where / Bills wife and children? ..?
e) / It dangerous in London? ..?
f) / there bombs? ?
g) / there a lot of food? .. ?
h) How old / the children? . ?
I) / the children frightened? .. ?
E) Read the interview and answer the questions:

Bill Jenkins is 100 today.

Interviewer: Bill, I expect life is very different today than a hundred years
ago. What was it like?
Bill : Yes, it is very different. Life was much quieter then. There are so
many cars now. There werent any cars when I was a boy.
Interviewer: Were you happy as a child?
Bill : Oh yes, I was very happy, but Im still happy now!
Interviewer: Tell me about your family.
Bill : Well, my father was a postman and my mother was a cook. We
werent rich, but we werent poor either. There were five children. My
brothers and sisters were all younger than me but Im the only one still
here.
1. Were there any cars when he was a boy?
2. Was he happy or sad when he was a child?
3. What was his mothers job?
4. How many children were there in his family?
5. How old is Bill Jenkins?
F) George and Sally have been married for 50 years. They are talking
about their first house. Use WAS or WERE and a word from the box to
complete their conversation:

new

Italian
big
green
cheap
cold
Example:
George
: The
house was warm. Sally : No, it .was cold. ..
badThe garden was small. Sally : No, it
1. George:
..
2. Sally : The neighbors were French. George: No, they
.
3. George: The living-room was red. Sally : No, it
.
4. Sally : Our first chairs were expensive. George: No, they

5. George: The kitchen was old. Sally : No, it

6. George: The local shops were good. Sally : No, they

Barem:
A) 12X1.25
= 15 p
B) 7X2.25 =
15.75 p
C) 7X2.25 =
15.75 p

D) 8X2.00 =
16 p
E) 5X2.50 =
12.50 p
F) 6X2.50 =
15 p

G)
iu: 10
H)
l: 100

Ofic
p
Tota
p