LESSON PLAN

TEACHER – Pielmuș Adela Mihaela

SCHOOL – LICEUL TEHNOLOGIC TOPOLOVENI
DATE – Wednesday, November 20th, 2019
CLASS – 8th grade, A
LEVEL – intermediate – upper-intermediate (B1-B2)
TOPIC – VOCABULARY – attitudes and vocabulary
GRAMMAR – so/such ... that
TIME – 50 minutes
TEACHING AIDS – students’ books, worksheets, projector
SKILLS – reading, speaking
AIMS
 To talk about students’ feelings – jealousy
 To talk about their experiences
 To use the new grammar structures in relevant, personal examples

INTERACTION
- teacher – whole class
- teacher – student
- students working individually/ in pairs/ groups

ANTICIPATED PROBLEMS:
- Some Ss may have difficulties expressing their point of view / using the grammatical structures, so they will be prompted by
the teacher.
- Some Ss may be tempted to use their native language
 LESSON STAGES

Stage Aim Procedure Interaction Time

WARM UP To create a relaxed Greetings T-S 3’

atmosphere
S-T

HOMEWORK To check understanding The T asks a few Ss to read the correct answers whilst checking T-S 5’
and completion of the all the notebooks
CHECK - UP S-T
homework
LEAD IN To encourage predictive Tell SS to look at the article on page 16 in their SS’ book. Read the T- Ss 10’
skills title and look at the pictures.
Ss - T
To get Ss involved in the Show SS some photos depicting human emotions, amongst which
activity – jealousy.
To help students Ask SS if they can suggest what is happening in the photos and
activate their language how the people are feeling.
Ask SS if they have ever felt that way themselves (if they don’t
mind sharing their experience).
ORIENTATION To pre-teach new T writes a selection of the new vocabulary on the board – give an T – SS
TO TEXT vocabulary explanation (if the vocabulary proves too difficult for the SS, use
SS – T
their native language to translate the new words)
DETAILED To focus on the Read the questions in exercise 10/ page 16 with the class – PAIRWORK
TASK important points in the clarify any problems SS may have with them.
text
Ask SS to guess the answer to the first question.
SS read the text to confirm their guesses and find the answers to
the other questions.
Take feedback orally.
FOLLOW – UP To practise the new Ask SS what they think of the advice given in the text. Would they T – SS
ACTIVITY vocabulary find it useful? Why (not)?
To relate to the text Elicit other ways of dealing with jealousy in the situations
described in the text.
To practise speaking
PRESENTATION To introduce new Ask SS to close their books. T – SS
grammar
Ask SS to say what they remember about George in the text (He’s
very charming. Everyone wants to be his friend.)
SS – T
Write the two sentences on the board. Then write: George is very
charming. As a result, everyone wants to be his friend.

Tell SS that another way of saying this is to say : George is so

charming that everyone wants to be his friend.
Ask SS to say which words introduce a result (so that)
Ask SS what part of speech charming is (adjective).
Have some SS repeat the model sentence. Repeat the procedure
with the other three examples using as a result.
 Highlight the fact that in each example, that can be omitted.

Ask SS to look at the grammar box and to read it carefully. Clarify

any problems.
FURTHER To use the new Ask Ss to look at exercise 11/ page 17. Tell them that the exercise
PRACTICE vocabulary and the new in question combines practice of vocabulary as well as so and
grammar structures such.
Take number two as an example as well, if necessary.
Get SS to do the exercise individually.
They have to refer to the text for the vocabulary, not to do it from
memory.
Take feedback – make sure SS correct their mistakes as usual!