Date DAILY LESSON PLAN

Field Subject Level Grade Estimated time

Languages and communication English IV 9th 90 minutes
Topics
Learning situations
1. 2.a.Mysterious creatures
Bizarre coincidences
2. 2.b.Past simple vs Past continuous
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student talks about feelings
2. The student participates in class discussions
 Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student:
 Talks about feelings Legendary,beast,take the form
 Talks about mysterious creatures of,howl,carving,tomb
 Talks about extraordinary coincidences
 reads fluently with the proper intonation
 identifies specific information from the text

Resources and aids

Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, , pictures, notebooks, etc.
Natural sciences/ ICT
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning Communicative language teaching/ Circle of writers/ Pair
work
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION
I greet students and introduce them to the topics of today’s lesson.
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write Mysterious creature on the board.
Students brainstorm for ideas. Students may use the ideas as prompts to initiate a brief discussion or simply share facts
and stories related to the topic.

Mysterious creature

PRESENTATION
  Pre- reading activity
I draw students’ attention to the title and the picture. I give students time to skim the first and the last paragraph for gist,
and then allow them to make predictions on the content of the text.
 While- reading activity
I instruct students on how to proceed with the activity. Collaboration and reciprocal teaching is the key to the success of
this activity. While reading students work on new words. They learn the meaning of words based on the context, or they
may even look up their definition/ translation in the WORD LIST. I monitor the activity and assist students, if needed.
KWL
I Know I Want to know I Learnt
I instruct students on how to I instruct students on how to I invite students to think about
proceed with the activity. proceed with the activity. the question in exercise 2.
They will work in pairs. After explaining the task, I
They will have to guess and Collaboration and reciprocal allow students time to write a
say what they know about the teaching is the key to the few sentences. Various
topic given success of this activity. While students read their sentences
-What they know reading students work on new out to the class.
-how are these creatures like words. They learn the I explain any new words/
-why are they strange meaning of words based on phrases or concepts.
the context, or they may even Sum up of the text using the key
look up their definition/ words
translation in the WORD
LIST. I monitor the activity
and assist students, if needed.
Building questions about the
text

 Post- reading activity

I invite students to think about the question in exercise 7.8. After explaining the task, I allow students time to write a few
sentences. Various students read their sentences out to the class.
I explain any new words/ phrases or concepts.
PRACTICE
After the 5 min break between the classes, I refer students to the list of new words. I elicit their meaning through
definitions. I explain the task student will complete (Exercises5,6). I allow them some time to do the exercises. I check
students’ answers around the class.
Then, I explain the other task. I play the recording. Students listen and choose the correct answers. Students report the
right answers to the class.
PRODUCTION
Speaking activity → Students imagine they were to send a time capsule to space containing five things that represent our
nation. Students work in small groups and decide which these things may be. Each group presents their choices to the
class giving reasons. Groups discuss about each other’s capsules.
Describing a scene (Circle of writers) → Students imagine they were the first human to make contact with
extraterrestrials. I set the scene for the following written task. I write the headings on the board:
- where you were (e.g. at home, in the park, etc.)
- what you were doing (e.g. having lesson, walking, etc.)
- what happened (e.g. an electric discharge, etc.)
- how you felt (e.g. terrified, really scared, etc.).
Students get in pairs or in groups of three. I set the time for the activity. I monitor the activity around the class making
sure students know how to carry out the task. Firstly, each member of the group writes on his/ her own. Then, they
exchange papers and read what their partner wrote and discuss about it. Finally, each group produces a single piece of
writing for the topic. Paragraphs are read to the class.
Evaluation
Formative evaluation ( I provide feedback and assess students based on their performance throughout the lesson)
Assignment
Workbook – unit.2a