LESSON PLANTEACHER: Elena FecioruGRADE: 8th LEVEL: 6th year of studyNO. OF HOURS PER WEEK: 2NO. OF STUDENTS: 24TEXTBOOK: SNAPSHOT - intermediateDATE: May, 19th

WEEK: 32LESSON: “I don’t believe it” (4 hours - 1st hour)TYPE OF LESSON: aquisition of new knowledgeTOPIC: Verbs (modals) for drawing conclusions – “must/might/can’t” + perfect infinitiveVOCABULARY:

Verbs of speaking STRUCTURES:

“must/might/can’t” + perfect infinitive how much/many None and any specifically

FUNCTIONS/COMMUNICATION: Speculating about past Agreeing and disagreeing with speculations Giving reasons and expressing opinion

SKILLS: integratedAIMS: students read the text and gist it for specific information; students listen to the tape and answer questions about the listened text; students practice the new language structures; students write the new grammar structure in their notebooks; students learn how to agree and disagree with speculationsOBJECTIVES

COGNITIVE: by the end of the lesson students will be able to understand and react adequately to complex questions and statements; express information explicitly; introduce a point of view; become aware and show understanding of the forms; understand, produce and use the stated information; skim to obtain a general impression of the text; scan to locate specifically required information; respond in different situations (agree and disagree);

express themselves in free writing and speaking.AFFECTIVE: making students confident in their ability to use the language; creating interest in the topic of the lesson; creating a relaxed atmosphere, proper for studying; foster learner independence and cooperative learning; stimulating students’ imagination and creativity; having fun.

TEACHING AIDS: SB/TB/Language boosters Worksheets, prompts Class CDs CD player Blackboard

TEACHING METHODS AND TECHNIQUES: Communicative approach Exercise; questions and answers; gap-filling exercise; drilling; sentence writing;

conversation; dialogues; dramatized situations and role-playORGANIZATION AND TIME:

Whole class Individual work Pair work 50’

ASSUMPTIONS:I assume that most of the vocabulary to be taught is already known to my students.

ANTICIPATED PROBLEMS:Students might not be very eager to participate as they have been mainly preoccupied by their written tests lately.

STAGES OF THE LESSON

Activity 1: WarmerAims:

to review the previously learnt material to motivate and involve students by means of personalisation

Procedure Interaction Timing

T greets Ss and asks about their state of mind and how they feel. T checks attendance. Ss answer. T asks Ss to check their homeworkSs read their homework.

T-Ss T-SsT-Ss

T-Ss

3’

Activity 2: Lead-inAim:

to prepare the context of the lesson by means of picture exploitation

Procedure Interaction TimingT asks Ss to make guesses about the pictures in the textbook.(ex.1/page 104). Ss make assumptions about the pictures.

- Where is Miss Carr?- Who is she talking to?- What is she giving to Ian?- What do you think she is talking about?

T reads the title of the text and makes a brief survey with the class about what they think it happened.

T elicits ideas from the whole class and Ss advance ideas.

T-Ss T-Ss TT T-SsT-Ss

Ss-T

T-Ss

4’

Activity 3: Listening for specific information Aim:

to listen and grasp relevant information from the text

Procedure Interaction TimingT plays the tape (ex. 1/page 104).Ss listen and read the text in the SB.

T asks Ss questions about the read text and Ss answer giving their Opinion.

- What do you think it happened to Matt, Kelly and Zoë?- Where do you think they are now?- Do you think they’ll be in time for the rehearsal?

TT

3’

Activity 4: Reading comprehensionAim :

to check understanding of the text

Procedure Interaction TimingT asks Ss to read the text again if necessary and answer the questionsin ex.2/page 105. T checks the answers with the whole class.

T writes some prompts on the blackboard for the useful phrases Ss read in the text and asks Ss to fill in the gaps. T plays the tape again after Ss fill in the gaps.Ss fill in the gaps and check their answers with the tape and then they practice the mini dialogue across the class in open pairs.

T-Ss T-SsT-Ss IW

Ss-T

T-Ss Ss-Ss

8’

Activity 5: Presentation, isolation and exemplificationAim:

to introduce the new language structures

Procedure Interaction Timing T asks Ss to look at the examples in the book (Grammar flash) and checks understanding by asking questions. T encourages Ss to give reasons for their answers.

T writes examples on the blackboard and Ss copy them in their notebooks.

T-Ss TT

T-Ss

T-Ss

12’

Activity 6: Practicing structures – semi controlled practiceAim:

to provide opportunity to use recently learnt material to produce and use explicitly the recently learnt material

Procedure Interaction TimingT T asks Ss to solve ex.4, page 105 after she first reads the example. Ss complete the sentences individually. T goes through the answers with the whole class.

T-Ss T-SsT-Ss

Ss-T

8’

Activity 7: Practicing structuresAim:

to produce and use explicitly the recently learnt material to show understanding of the new forms

Procedure Interaction TimingT asks Ss to listen and read silently the structures used to agree and disagree with speculations. Across the class, in open pairs, Ss practicethe new structures.Using the clues given in the book Ss make short conversations in groups of three and one group acts out their conversation for the whole class.

T-Ss

Ss-Ss

10’

Activity 8: Assigning homeworkProcedure Interaction Timing

T explains homework. Ss write the assignment in their notebooks.(Exercise 2, page 76 in LB).T praise Ss for their work and gives grades.

T-Ss 2’

APPENDIX

BB map

1) Verbs “must/might/can’t” followed by Perfect Infinitive to draw conclusions about past

Must/might/can’t + have + verb3rd

- draw conclusions about the pastThey must have forgotten about the rehearsal.

Must/might/can’t + verb (be or another main verb in the base form)- draw conclusions about present

She must be Kate Winslet.

2) Useful expressions and structures to speculate about the past, to agree and disagree with speculations

Speculating about past- Must/might/can\t + perfect infinitive - Perhaps/Maybe/Probably

Agreeing with speculations- Maybe you’re right.- You could be right.- I suppose so.- I think you’re right.- Subject + must have.

Disagreeing with speculations- That can’t be the reason.- Surely not!

- I don’t believe it.- Subject + can’t have.