LESSON PLAN

SCHOOL:

Teacher:
Grade: 8th
Level: Upper Intermediate
DATE : the 16th of May 2018

Textbook: High Flyer

Lesson: Twentieth-century spies
Type of lesson: practicing reading comprehension and communication skills, reviewing one
or more grammatical points.
Skills: reading, speaking, listening
Didactic Strategies:
Methods: speaking, skimming, listening, writing
Techniques: reading aloud, question and answer exercise, conversation, fill-in-the-
blank exercise.
Organization: individual work, pair-work
Materials: textbook, notebook, board, worksheet, tablet.
Objectives:
O1. to create a communicative and interactive environment
O2. to practice reading comprehension
O3. to revise grammar so as to be able to use it appropriately
O4. to complete the exercises with the right answer
O5. to ask and answer questions about the text
O6. to freely discuss on the topic of the text
Timing: 50’
PROCEDURE
Warm-up Interaction: T-Ss Timing:
Speaking 5’
 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: 5’
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 to turn to page 98 and elicit any information Ss themselves
might have on Mata Hari or James Bond. Then the T asks them if they have ever seen
a James Bond film and what was their opinion about it.
 Afterwards, the T tells Ss to think of the kinds of things spies do. T gets them to
compare their list with their partner. The T takes feedback and encourages Ss to
explain their answers as clearly as possible.

Activity 1: Reading aloud Interaction: T-Ss Timing:

Reading, listening 15’
O1. to approach language from an inductive point of view
O2. to practise reading comprehension
 The T names Ss telling them to take turns in reading aloud the text “Twentieth-century
spies” on page 98.
 When the Ss mispronounce a word, the T interferes by pronouncing the word exactly
the same, but using a different intonation, so that the Ss know the word has been
pronounced incorrectly. This way, the Ss are given the opportunity to self-correct or to
correct each other. If the Ss try a few times and still cannot pronounce the word
 correctly, the T interferes, asking all the Ss to repeat after her. After they have read the
text, the Ss are asked if they have any questions about unknown words.
 Afterwards, the T tells Ss to read the questions and find answers to them. The T tells
them to raise their hands as soon as they have found the answers. As soon as the first
few Ss have finished, the T asks the rest of the class to stop. The T takes feedback
from those who finished first and asks them to tell the class their answers.
Activity 2: Could you be a top spy? Interaction: T-Ss, S-S Timing:
Speaking, listening 8’
O1. to answer the questions.
O2. to workout the message hidden in the text.
O3. to conduct an experiment to find out whether they would make good spies.
O4. to write a short coded message .
 The T tells the Ss that they are going to conduct an experiment to find out whether
they would make good spies. The T tells the Ss to go through the explanation of how
coded messages work then tells them that they will need the text on page 98 to work
out the message. The T demonstrates by eliciting the first letter of the first word. Then
the T divides the class into three groups and tells them that they have to decode the
message as fast as they can. The first group who finishes and tells the correct message
is the best team of top spies.
 Then she tells the same Ss to send each other a short coded message using the text on
page 98.

Activity 3: Listen to a radio programme Interaction: T-Ss, S-S Timing:

Listening 7’
O1. Guess what the speakers have been talking about
O2. to choose the alternative which describes what the narrator is going to say or talk about
next.
 The T announces that the Ss’ next activity implies their listening skills. She tells the Ss
that they are going to listen to a story about a famous French spy. It is a real character
not a fictitious one. The T elicits words Ss think they will hear and what kind of
information will be mentioned in the radio programme. She tells the Ss that the first
 time she plays the CD they will hear parts of the programme only and the recording
will stop at different places and they should choose their answers from the choices
given. Then the T plays the Cd and stops after each part of the programme and elicits
answers from the class.
 Afterwards, the T tells SS that that are going to listen to the complete recording and
they should check their answers.

Activity 4 Interaction: T-Ss, S-S Timing:

Writing 8’
 Ss are asked about passive voice and present and past participle clauses. After eliciting
some examples on the blackboard the T tells Ss that they are going to work some
exercises with this piece of grammar.
 The T gives them a worksheet and they have to work with their partner to complete the
exercises. As soon as the first few Ss have finished, the T asks the rest of the class to
stop. The T takes feedback from those who finished first and asks them to come to the
blackboard and write their answers.

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

2’
 The T tells the Ss that they are supposed to do exercises 1 and 2 on page 100. Ss have
to complete the sentences with the correct words.