LESSON PLAN

SCHOOL: Grigore Hagiu Secondary School, Trgu Bujor.

SUBJECT: English Language
LEVEL OF STUDENTS: Intermediate
GRADE: 7 th
TOPIC OF LESSON: Revision. Pocahotas. Conditionals.
DATE: The 3rd of May
NUMBER OF STUDENTS: 18
TIME: 50 min.
TYPE OF LESSON: Revision
TEACHER: Boboc Irina

TIMETABLE FIT

The students have previously discussed about conditional sentences, they were
explained the structure of a conditional sentence and also the structure of each type. For each
type of conditional sentence, the students were provided with various grammar exercises in
order to give further practice. Also, in unit 15 they have read the story of Romeo and Juliet
and they were also familiarized with another unhappy love story named Letters to Juliet.

AIMS :

A1 To promote and motivate discussion;

A2 To introduce relevant vocabulary;
A3 To activate the students prior knowledge of the world and of the language;
A4 To develop active reading/listening skills;
A5 To revise and give further practice in conditional sentences;

ANTICIPATED PROBLEMS : Some of the students may find difficult to identify the type
of the conditional sentences. Also, some of them may find difficult to work in groups and
share their opinion with another members of the group.

AIDS : coursebook, handouts, mindmaps, power-point presentation, video-audio material,

posters.
STRATEGIES : Conversation, question-answer exchange, brainstorming, mindmap,
prediction, matching elements, solar explosion, skimming, scanning, guided discovery,
conversation, explanation, grammar practice.
TYPE OF INTERACTION : Individual, whole class, group-work, teacher-students,
student-student, students-teacher.

SKILLS: Reading, Writing, Speaking, Listening.

 PROCEDURE STRATEGIES CLASS ACTIVITY CLASS MATERIALS
TIMING ORGANIZATION
AIMS TYPE OF SKILL PRACTICE
INTERACTION
WARM-UP: Conversation The teacher will greet the students and will demand the
4 Question-Answer students to get ready for the lesson. Whole class Speaking
A1 exchange They will be asked about the title ( i.e. Believe it or not) of T-S
their previous lesson and also the teacher tries to elicit some S-T
answers from them to the following questions:
1. Whats the definition of a superstition?
2. Give some examples of bad luck superstitions and good
luck superstitions.
3. What was the text The Moon and Us about?
PRE-READING: Brainstorming The students will be given the first handout containing a list Whole class Appendix 1
15 Mindmap of famous couples. For a minute, the students will be asked Individual Appendix 2
A1 Prediction to look on those couples and names while the teacher draws Group work
A3 Guided discovery on the board a mindmap which helps the students to label the Speaking
couples from the handout to the headings. T-S Reading
Taking into consideration the mindmap presented on the S-S Writing
blackboard, the students will be asked to guess, in groups, S-T
the subjest of our todays lesson: Love through the Ages.
Also, the students will be asked if they remember a famous
love story previously discussed.
The teacher will try to elicit from the students the name of Appendix 3
Romeo and Juliet. After that, a video-audio material will be
presented to them. While listening it they will have to circle
the correct answer to the given questions.
WHILE- Matching The students will be announced that today they are going to Whole class Appendix 4
READING: elements discover a new famous love story but before descovering it Group work Reading
10 Solar explosion they will be asked to solve a new vocabulary exercise which T-S Speaking
A2 Skimming provides them with a better understanding of the new text. S-S Writing
A4 Scanning After that, each group will have to choose a piece of paper S-T
from the teacher. On each paper will be written one of the
 following questions: (Who? Where? When? What?).
From question 1 to 3, the students will have to scan the text
in order to find out the requested information. For the last
one, the students will have to skim the text in order to
discover the main idea of the text. Appendix 5
On a poster, in front of the class, the students will have to
complete the mindmap which contains the questions from
each group.
POST-READING: Guided discovery The teacher will write on the board the following sentences Whole class Reading
5 Conversation from the text: T-S Speaking
A5 Explanation 1. Is she hadnt saved Smiths life, there would have been S-T
A1 more battles.
2. People could live together even if they were different.
The students will be asked to identify the verbs from the
sentences above, the if clause and the main clause. Also, they
will be asked how many types of conditionals they have
previously discussed and the structure of them.
SECONDARY Grammar A power point presentation about conditionals will be Group work Speaking
PRACTICE: practice presented to the students. They will have to complete the T-S
5 sentences according to the images. A final answer will be S-S
A5 given after the students have previously agreed with it in S-T
A1 groups.

GUIDED Conversation Taking into consideration that the settlers must have had Whole class Speaking
CREATIVITY: Brainstorming some difficulties when they arrived in North America such T-S Writing
10 as: S-T
A1 -they had to clear large areas of forest
A3 -they had to build the settlement
-they had to fight with the native Americans
-they had to grow food and build their houses
-there were no roads, means of transport, shops, theatres,
concert halls, in one word no entertainment and cultural
 possibilities, the teacher will ask the students: Would you like Group work
to live in another country? T-S
The teacher will ask the students to make a list of the S-S
advantages and disadvantages of living in another country on S-T
a poster in groups. The best poster which contains the most
appropiate advantages and disadvantages will get an extra
point to the final grade.
HOME The students will be asked to make conditional sentences Whole class Writing
ASSIGNMENT: using the list from their group. Also, they will have to take a T-S
1 famous couple from the first exercise solved in the classroom
and find out more information about them and to write a
short story.
Appendix 1

1. Read the following famous couples and then label them acoording to the following
headings:

Adam and Eve, Romeo and Juliet, Anthony and Cleopatra, Queen Victoria and Prince
Albert, Mr. and Mrs. Smith, Belle and The Beast, Princess Diana and Prince Charles.

Appendix 2

Literature

Religion

Famous couples

Films

History
Appendix 3

Have you seen the film? The 1996 film version of Romeo and Juliet was a huge success
and people love the story just as much today as when the play was first published in
1597!
In the Italian city of Verona, two families hate each other. Romeo is from the Montague
family and Juliet is a Capulet, but they fall in love at first sight. This is their tragic love
story.

Check your understanding: multiple choice

Circle the best answer to these questions.

1. The Montagues and the Capulets hate each other so much that they
a. don't speak to each other.
b. fight whenever they meet.
c. play horrible tricks on each other.

2. The Capulets organise a party to

a. introduce their daughter to a possible husband.
b. introduce Juliet to the Montagues.
c. celebrate Juliet's fourteenth birthday.

3. Romeo and his friends

a. watch the party from a safe distance.
b. plan to cause trouble at the party.
c. go to the party in disguise.

4. When Romeo and Juliet meet

a. they fall in love immediately.
b. they don't like each other at first.
c. Juliet doesn't feel the same way as Romeo.

5. Romeo and Juliet go to a priest called Friar Lawrence to

a. get advice.
b. ask him to persuade their families to make peace.
c. get married.

6. Romeo kills Tybalt because

a. Tybalt wants to stop him seeing Juliet.
b. Tybalt is planning to kill Romeo.
c. Tybalt kills Romeo's best friend.

7. Juliets parents are angry because

a. she wont marry Count Paris.
b. they think she is too friendly with the Montague family.
c. they find out about the secret wedding.

8. Friar Lawrence says he will help Juliet by

a. helping her to escape with Romeo.
b. giving her a drug to make people think she's dead.
c talking to her parents.

9. The plan goes wrong because

a. Romeo doesn't get Friar Lawrence's message.
b. the drug is too strong.
c Juliet's family don't believe that she is dead.

10. Romeo drinks poison because

a. he thinks Juliet doesn't love him.
b. he knows he has brought shame on his family.
c. he thinks Juliet is dead.

11. When Juliet wakes up

a. she realises shes trapped in the tomb.
b. she commits suicide.
c. she shouts for help.

12. In the end, the Montagues and the Capulets

a. are united by their loss and make peace.
b. continue fighting until they are all dead.
c. think the tragedy is Friar Lawrences fault.

Appendix 4

Match the following words to their definitions:

WORDS DEFINITIONS

1. wooded land to take someone somewhere illegally by force,

often in order to get money for returning them;
2. chief starts to happen;

3. settlement to ask for something in an urgent way because

you want it very much;
4. newcomer an area of ground, especially when used for
farming or building covered with trees;

5. to beg (past tense form begged) the most important person or the ruler of a
tribe;

6. break out (past form broke out) when a lot of people move to a place in order
to live there , especially in a place where few
people have lived before;
7. to kidnap (past form kidnapped) someone who has only recently arrived
somewhere;
8. smallpox a serious disease that causes spots which leave
marks on your skin;

Appendix 5

2.Who?
1.Where?

3. When?
4. What?

Blackmirror appendix 3

Match the following words to their definitions:

1. wooded land an area of ground, especially when used for farming or building covered
with trees;
2. chief the most important person or the ruler of a tribe;
3. settlement when a lot of people move to a place in order to live there, especially in a
place where few people have lived before;
4. newcomer someone who has only recently arrived somewhere;
5. to beg (past tense form begged) to ask for something in an urgent way because you
want it very much;
6. break out (past form broke out) starts to happen;
7. kidnap (past form kidnapped) to take someone somewhere illegally by force, often in
order to get money for returning them;
8. smallpox a serious disease that causes spots which leave marks on your skin;

Blackmirror appendix 4
1. Where?- means: where is the action of the text located?
2. Who?-means: Who are the characters of the text?
3. When?-means: When is the action of the text set?
4. What?-means: What is the main idea of the text? Here, the students will have to
summarize the text into one or two sentences.