LESSON PLAN

Teacher: Gavrila Ortansa Madelen

Date: June, 3rd, 2015
Time:14:30-15:20
Grade:10th
Coursebook: Mission 2
Lesson: Reflexive and emphatic pronouns
Type of lesson: Communication of new knowledge
Skills involved: speaking, reading, writing
Anticipated problems:
-Ss may not make the difference in use between the reflexive and the emphatic
pronouns.
-Ss may be reluctant to speak
Teaching aims:
-To raise the students interest on the topic,
-To look for specific information,
-To make students understand the difference between the reflexive and emphatic
pronouns
Learning aims:
-The students should express themselves freely and make statements of their
own,
-They should be able to use properly a reflexive pronoun, an emphatic one and
a personal pronoun (object),
-They should give examples of their own, using properly the new knowledge.
Material: Coursebook, blackboard, woorksheet, handout.
Methods: conversation, explanation, example, exercise.
Procedure:
1.Warm-up
Skills involved: speaking
Interaction: T-whole class
The teacher makes an informal conversation.
-She greets the students and asks them how they are.
-The student on duty tells the absent students.

2 min

2.Revising previous knowledge

5 min
Skills involved:speaking, writing
Interaction:T-whole class
-T makes a chart on the blackboard and then asks the students to write the
personal pronouns ( subject and object) and the possessive adjectives.
-Ss write and revise these pronouns and adjectives
3.Lead-in activity
6 min
Skills involved:reading, speaking, writing
Interaction: T- whole class, Ss-Ss
-T asks the students to open their coursebook , page 169, Grammar practice
and find all the personal pronouns (subject and object), the possessive
adjectives and all the other words which contain them.
-T asks one student to say all the pronouns, possessive adjectives and words
which contain them from the first 5 sentences and then to write on the
blackboard only the words which contain these pronouns.
-The same for the next five sentences.
-T encourages the Ss to correct the mistakes.
-T tries to elicit the rule of formation of these words from the students.
4. Introduction of new knowledge
25 min
Skills involved: speaking, writing, reading
Interaction: T-whole class, Ss-Ss
-T informs the students that they will learn about REFLEXIVE AND
EMPHATIC PRONOUNS and that the words they previously discovered are
reflexive or emphatic pronouns.
- T asks the students to try to put the reflexive pronouns in order , taking into
account the person,
-Ss are doing the task and one student goes to the blackboard and write them
all down.
-T explains the students the use of reflexive and emphatic pronouns.
-T makes a chart on the blackboard .
-T gives the Ss a worksheet and asks them to discover on their own the use or
non-use of the reflexive pronoun.
- Ss understand from exercise I that if the subjects and the pronouns are not the
same person, then a personal pronoun must be used.(exercise I. from the
worksheet). When both subject and object are the same person then we use a
reflexive pronoun.
- T asks the students to do exercise II from the worksheet to see that there are
some verbs which express emotions or states when used with reflexive

pronouns.
- T asks the students to observe exercise III from the worksheet to see the
situations in which there's no need to use a reflexive pronoun and also to see
the exceptions.
-T gives the Ss some idioms with reflexive pronouns and asks them to learn
them by heart.
-T asks the students to do exercise IV from the woorksheet to understand the
emphatic use of a reflexive pronoun.
-Ss read the sentence and elicit the emphatic use.
-Ss do the exercise and see that when a reflexive pronoun is used to emphasize
the noun or the fact that a certain person performs the action this becomes
emphatic pronoun and it is placed exactly after the pronoun or noun it puts
emphasis on.
-When the emphatic pronoun is used at the end of the sentence it means
'without any help'
- T asks the students to do exercise V from the worksheet to make them
understand the difference in use between the reflexive pronouns and the
emphatic ones.
- T asks the Ss to give some examples of their own.
-Ss are encouraged to give examples and to correct the sentences of their
collegues if necessary.
5. Feedback activities
11 min
Skills involved: reading, speaking, writing
Interaction: T-whole class, Ss-Ss
- T asks the students to correct the sentences from the exercise in the
coursebook.
-T gives the Ss a handout and the students do the exercises.
6. Setting the homework
1 min
Interaction: T-whole class
- T asks the students to finish the exercises they have on the worksheet.