LESSON PLAN

School: Grup Şcolar Sanitar “Vasile Voiculescu” Teacher : Crăciun Crina Date: 21st of March 2012Class : XII B Number of students: 28Time: 50 minutesTextbook: Prospects Super Advanced, Macmillan Lesson topic: Imaginary stories Lesson title: Gothic Horror Lesson type: integrating skillsLesson approach: mixed ability teaching

Lesson aim: integrating comprehension and writing skills to produce a narrative paragraph which will be part of an imaginary story..

Lesson objectives: By the end of the lesson the students will be able to:

O. 1 get the main information from a text they read;O. 2 predict the common aspects in horror stories;O. 3 express their opinion about different aspects related to the topic;O. 4 understand the different aspects in a literary text which produce a

particular atmosphere

Previous knowledge: Ss are expected to use the vocabulary about the local legends, express their opinion about the myth of Dracula and other horror stories.

Techniques: reading, pair work, individual work, writing;Classroom organisation: pairwork, individual work;Teaching aids: worksheets, blackboard and chalk, video;

Teacher resources: Wilson, K., Taylor, J., Howard – Williams D., Prospects, Super Advanced, Macmillan EducationWilson, K., Taylor, J., Howard – Williams D., Prospects,– Teacher’s Book, Macmillan EducationAllright, Dick & Bailey, Kathleen M. (1999) Focus on the Language Classroom: An Introduction to Classroom research for Language Teachers, New York and Port Chester: Cambridge University Press

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Harmer, J. (2008) How to teach English, London: Pearson Educational Limited

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No. Stage Time

Teacher’s activity Students’activity Interaction Rationale

1. Lead-in 3’ -T enters, greets, introduces the guests; -T checks attendance and ensures the necessary working conditions (order, cleanliness, discipline, light);-T inquires about any particular or unusual situation or condition;

-Ss greet and prepare for class;-Ss take a seat and prepare their materials; -the S on duty presents any unusual situations, if any;

T ↔Ss Primary contact and class management.

2. Homework check-up

2’ -T asks Ss to present their homework, by appointing a S to read the requirement;-T names various Ss to take turns in reading the sentences;-T asks Ss to correct, if necessary;

-Ss raise their hands;-the Ss named read the requirement (Ss had to solve a fill in exercise);-Ss take turns in reading a point each;

T↔SsSs↔SsS↔Ss

Ss help each other (peer correction) to identify and clarify potential difficult aspects.

3. Warm-up 10’ -T writes the title on the blackboard.- Ss are asked to look at the pictures from the book and predict the theme of the lesson ;-T asks ss to read the hints from the book and express their opinion - T asks students to read the background about the author

- Ss try to give a guess;- Ss express their opinion- Ss read the information about Visigoths - Ss read the definitions of the word gothic and predict what the lesson will be about - Ss speak about aspects in activity 4

T↔Ss Ss are activated for class by predicting what is going to happen; they are also exposed to the topic of the day.

4. Video watching 10’ - T plays the movie trailer for the film Dracula - T divides Ss in groups of 4 and given handouts - T plays the clip from the original movie - T asks Ss to fill in the handouts

- Ss take turns to express what they had seen- Ss talk about the details, dialogue, action, atmosphere; - S choose three most important things they noticed in the video and fill in the handouts

T↔SsSs↔SsS↔Ss

S get the main information from the text S give anwers

5. Reading 15’ - T asks Ss to read the fragment on page 91 starting with “You may go anywhere you want…” - T asks Ss to work in pairs and write down one familiar thing they

- Ss read the text- Ss are grouped in pairs and scan for the specific information

T↔SsSs↔Ss

Using knowledge or whatever material at hand in order to provide information

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read, one strange thing, one creepy detail

needed to perform the tasks of the day.Offering a model of work meant to activate Ss for the activities.

6. Discussion 5’ -T asks students to present what they chose from the text -T asks for the student’s general opinion on the fragment: style, impact on reader, genre, if they like the genre, why do people like horror stories?

- Ss read the specific information - Ss take turns to answer and express their personal opinion

T↔SsSs↔SsS→Ss

Activating previously studied vocabulary.Using structures to produce oral messages.

7. Feedback and evaluation

2’ -T makes verbal appreciations on the Ss’ activity;-T marks 4-5 Ss accordingly;

-Ss listen to the T’s remarks;-Ss present their report cards;

T → Ss Apply previous knowledge for a class project.

8. Homework and follow-up

3’ -T asks Ss to work individually and write a paragraph on the handout which has two beginnings they can choose from.

-Ss take notes and ask questions about the hw.

T → Ss Consolidating through further practice, interactive and secure, as there is no more T control.

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