Şcoala Gimnazială “Avram Iancu”

An şcolar 2017– 2018

LESSON PLAN

Teacher: Balea Codruta

Grade: 7th
Textbook: English Scrapbook
Lesson: Robin Hood and the Black Cloak
Type of lesson: acquiring new vocabulary; practicing reading comprehension and
communication skills
Skills: reading, speaking, writing
Purpose: The lesson is intended to make the Ss able to read text written in the target language
and to translate into their native language, through emphasis on vocabulary and grammar.
Didactic Strategies:
Methods: Grammar-Translation Method.
Techniques: translation of a literary passage, reading comprehension questions,
antonyms / synonyms, fill-in-the-blank, composition.
Organization: individual work, pair-work
Materials: textbook, notebook, board
Objectives:
O1. to create a communicative and interactive environment
O2. to approach language from a deductive point of view through translation from the target
language into the mother tongue.
O3. to practise reading comprehension
O4. to practise new vocabulary so as to be able to use it appropriately in cloze sentences
O5. to answer questions about the text
O6. to find antonyms or synonyms for certain words
Timing: 50’
PROCEDURE
Warm-up Interaction: T-Ss Timing:
Speaking 3’
 The T greets the Ss and they greet the T back.
 The T checks the Ss homework orally, encouraging them when it is required and
allowing them to self-correct if necessary.

Lead-in Interaction: T-Ss Timing:

Speaking 4’
O1. to create a communicative and interactive environment
 The T states the objectives and the subject matter of the lesson, raising the Ss’
curiosity this way.
 Then the T asks the Ss if heroes exist, telling them to define the term “hero” and to
give examples of heroes, stating why that person is a hero, according to their opinion.
Then the T asks if the Ss have ever met a hero and to say what that person did to
obtain the title.

Activity 1: Translation Interaction: T-Ss Timing:

Reading 15’
O2. . to approach language from a deductive point of view through translation from the target
language into the mother tongue.
 The T names Ss in order for them to read aloud two sentences from the text “Robin
Hood and the Black Cloak” on page 37.
 After each S has read, they are told to translate the sentences into Romanian. Ss are
advised not to translate idioms and phrases literally, but rather in a way that points to
the fact that they have understood the meaning of the sentences.
 Whenever an unknown word is encountered, that respective word is written on the
board, along with its meaning in Romanian. The Ss are supposed to write the new
words in their note-books as well.
Activity 2: Reading Comprehension Questions T-Ss Timing:
Speaking, writing 9’
O3. to practise reading comprehension
O6. to answer questions about the text
 In order to make sure that the Ss have understood what the text is about, the T starts
asking questions about the text. She names different Ss to answer the questions. Those
who answer are supposed to do it in full sentences, trying to use as much of the
vocabulary encountered in the text as possible. At the same time, Ss have to self-
correct if necessary, with only a slight intervention from the T, and only when needed.
 Then the Ss are asked to complete the chart in exercise 2 on page 37, in which they
have to write information about the text they have read, namely the time in history, the
main characters and the main events.

Activity 3: Antonyms / Synonyms Interaction: T-Ss Timing:

Speaking 9’
O7. to find antonyms or synonyms for certain words
 The T writes a list of words on the board and tells the Ss that they have to find the
contextual synonyms of those words in the text. The words are: courageous, save,
wood, convict, obtained.
 Another list of words is written on the board for which the Ss are supposed to supply
with antonyms. The words taken from the text are: dirty, later, angry, forward,
disciplined.

Activity 4: Fill – in – the – blank Interaction: T-Ss, S-S Timing:

9’
O4. to practise new vocabulary so as to be able to use it appropriately in cloze sentences
 Each S receives a worksheet that contains a number of 6 cloze sentences which the Ss
are supposed to complete by using some of the words from the new vocabulary. In this
way, the T makes sure that the Ss’s comprehension of the text is fulfilled.
  After they have finished completing it individually, the Ss are to check their answers
in pairs, together with their desk-mate.

Follow-up: Homework – Composition Interaction: T-Ss Timing:

1’
 The T tells the Ss that they are supposed to write a short summary of the text, using
the ideas listed under the heading “Main Events” in the chart they previously
completed, as well as trying to use as much of the new words or their synonyms as
possible.