LESSON PLAN

DATE: 1st April 2015

GRADE: 7th C
TIME: 50 minutes
TEACHER: ANCUTA PODINA
TITLE OF LESSON: PHONE MESSAGES
TYPE OF LESSON: INTRODUCTORY
AIMS: 1) to enable student to revise vocabulary for communication
2) to enable students to use language needed for a telephone
3) to enable students identify adverbs of manners and to use
them
TEACHING AIDS: - the book
-handouts
SKILLS: -speaking
-reading
-listening
-writing
STRUCTURES: -statements: -interrogative
-affirmative
- negative
TYPES OF INTERACTION: -teacher-whole class
-teacher-student
-student-teacher
-student-student
CLASS MANAGEMENT:-whole class
-pair work
-group work
-individually

ORGANIZING MOMENT:
T- prepares the teaching aids
-asks if there are absents
WARM UP:

Time: 5 minutes
Interaction: whole class

T- sets the context of the lesson before Ss open their books by asking the
following questions
-I have something in my bag which I think its necessary for me. What
do you think it is?
-How do you communicate with your friends?
-How did the people in the past communicate when there were no
mobile phones?
-What other forms of communication do you know?
- How do radio, television and the telephone influence communication
between people?
S-try to answer this question
T-asks Ss to open their books
- announces the new subject : Phone Messages

ACTIVITY 1: TIME: 3 minutes

INTERACTION: individually
-asks the Ss to look at exercise 1 on page 68
-You have to unscramble these words to find different forms of
communication
-Gives an example: gamainez= magazine

Ss-do this
T- asks how many have got six answers. Gets a S who has all the six to say
them aloud so that others can check

ACTIVITY 2:

Time: 5 minutes
Interaction: pair work

T- asks the Ss to look at the picture from exercise 2.

What kind of telephone is it?
Have you ever used one?
How can it be operated?
- elicits either by coins or by phone cards
-asks the Ss to read the instructions for using a public telephone and put
them in the right order
- asks Ss which of the instructions comes first and elicits the answer: e)
S- do this in pairs
T-verifies the answers

ACTIVITY 3: Time: 5 minute

Interaction: group work

T- asks the Ss to look at exercise 2b on page 68. Here you have some
expressions for phoning. You have to match the two halves of the telephone
expressions.
- asks the Ss to look at the first one. What does it say?- Speak slowly
-find the other half- and clearly, please
-asks the Ss to do this
S-complete the exercise
T-verifies with the whole class

ACTIVITY 4

Time: 12 minutes

Interaction: pair work

T-look at exercise 3 on page 68

-writes the words on the board: 1) Speak/ slow
2) Speak/ polite
3) speak/clear
-asks: What kind of words are slow, polite and clear?
-elicits: adjectives
-asks: Can we say Speak slow?- No, we cant. We say: Speak slowly.
-What kind of word is it slowly?
-elicits: adverb
- asks: Now can you tell me the other two examples? Who wants to try?
S-answer

T-asks Ss how are they formed

S- by adding ly to the adjective
T-asks Ss to look at the Language Focus box.
Ss-read the information in the Language Focus box
T-points out the changes in spelling with adjectives ending in y; highlights
the irregular adverbs and draws the Ss attention to the fact that verbs like
look, smell, sound, taste and feel are followed by an adjective
-asks Ss to do exercise 3b on page 69 where they have to choose the right
word.
S- do the exercise
T-checks it with the whole class
T- gives Ss a handout
-asks Ss to do the exercise
S-do the exercises
T-checks with the whole class

HOMEWORK: a handout

FEEDBACK: thanks Ss for their cooperation