Modulul psihopedagogic - Nivelul II, anul II master Practica pedagogic7.02.2015

Student: Simona-Maria BcoanuFacultatea de LitereMaster: Lingvistic Aplicat Didactica Limbii Engleze

LESSON PLAN - 1SCHOOL: Colegiul National Mihai Eminescu, IasiTEACHER: Bacaoanu Simona-MariaDATE: November, the 28th CLASS: 10th A/upper intermediate TIMING: 50 minTEXTBOOK: Upstream Upper IntermediatePrevious work: The students are accustomed to varied interaction patterns; The students are very good in fluency-oriented activities; The students know how to express their opinions and support them with valid argumentsLearner preferences: Interaction variety Share opinionsLesson type: Writing PracticeLesson Topic: Unit 2: Moods and FeelingsSkills: reading, speaking, writing (integrated skills)Lesson Objectives: by the end of the class students will be able to: use specific words when writing a letter or an invitation use indirect questions when requesting information use appropriate words/structures when writing a text (apology letter)Didactic strategies: methods and procedures: interactive methods, buzz group, conversation, explanation teaching aids: textbook, blackboard organization: class work, pair work, individual work Assumption: Ss might need more time for some of the activities

Sequence of activities:

1. Vocabulary practiceAim: To see if the Ss know what words to choose to complete a text PROCEDUREINTERACTIONTIMING

T reminds Ss about the state verbs (what they express) and about the difference between Used to/Be/Get used to (4.a)/32) and that they had to complete a text about happiness (7/33). 8/33 T explains the task, goes through the strategy point and explains Ss that they must follow the advice given there. T reads the title and asks the Ss what that they know about Feng Shui, then asks Ss to skim the text ignoring the missing words. T asks a few questions to check comprehension (booming sudden increase associated with business, vibes). Then, Ss do the exercise and it is afterwards checked orallyT-SsSs-Tspeaking, readingIndividual work10 min

2. Pre-Writing: transactional letters Understanding the rubricAims: To make sure that Ss understood what the elements of a transactional letter arePROCEDUREINTERACTIONTIMING

1/34. T asks Ss if they receive/send emails/ text messages/ letters and what their purpose is. Or if they consider them important (like the Feng Shui text from the previous activity) T goes along with the class through the theory box and reads the rubric. Ss underline the key words. Then Ss answer the questions.Ss-TPair-work3 min

(5-6 min)

3. Analysing a letter of invitationAim: To make students aware of the elements of an invitation.PROCEDUREINTERACTIONTIMING

2/34 a), b), c). T explains the task. Ss complete the task. Check Ss answers.Ss-TSpeaking, readinga) 1 minb) 4 minc) 1 min

4. Controlled practiceAim: To make sure Ss know how to use indirect questionsPROCEDUREINTERACTIONTIMING

3a,b/35. Pair workT explains the task and allows Ss time to read the extracts. T explains that indirect questions are used in semi-formal writings. T reads the example and points out the differences between direct and indirect questions. Ss do the task (the rest of the questions). T checks Ss answers.T-SsSs-SsReading, writing,8-9 min

5. WritingAims: Ss rewrite a text in a formal style, using given notes. PROCEDUREINTERACTIONTIMING

4/35. A) T explains the task. Ss read the extract and complete the task in pairs. Check answers.b) T explains the task and points out that the style of the extract is too informal. Ss have to match the sentences to the notes and rewrite the text.Ss-TWriting, speakingSs-Ss3 min4 min

6. Pre-Writing: understanding the rubricAims: To make students identify the elements that should be found in a complaining letters. PROCEDUREINTERACTIONTIMING

T explains the task. Ss read the rubric, underline the key words and complete the task. Check answers afterwards.T-SsSs-SsWriting, reading speaking8 min

LESSON PLAN - 2SCHOOL: Colegiul National, IasiTEACHER: Bacaoanu Simona-MariaDATE: March, the 27th CLASS: 9th A/ intermediate (B2)TIMING: 50 minTEXTBOOK: Upstream IntermediatePrevious work: The students are accustomed to varied interaction patterns; The students are very good in fluency-oriented activities; The students know how to express their opinions and support them with valid argumentsLearner preferences: Interaction variety Work in pairs/groups Share opinionsLesson type: Vocabulary PracticeLesson Topic: Unit 6: Better Safe than SorrySkills: reading, speaking, writing (integrated skills)Purpose: To encourage the Ss to use the new vocabulary in context To increase student-student interaction through group work activitiesLesson Objectives: by the end of the class students will be able to: use words concerning technology at home describe types of crimes use phrasal verbs in complete sentencesDidactic strategies: methods and procedures: interactive methods, buzz group, conversation, explanation teaching aids: textbook, blackboard, handouts organization: class work, pair work, group work, individual work Assumption: Ss might need more time for some of the activities

Sequence of activities:

7. Checking homeworkAims: To make sure that everyone has their homework done rightPROCEDUREINTERACTIONTIMING

The teacher checks the homework. In case of mistakes, she asks the Ss to correct them. In case of need, she gives any necessary explanations.Ex 3 orallyThe 10 types of crimes: at the blackboard. Ss-T; Speaking, reading, writing3-4 min

8. Lead-inAims: To get Ss used to speaking about home technologiesPROCEDUREINTERACTIONTIMING

5a/86. The teacher explains the task and elicits or explains the meanings of technophile/technophobe. Ss complete the task. T checks Ss answers by asking some of them to read their sentences aloud. At the end of the quiz the T does a quick survey of the class to see how many Ss scored mostly As, Bs, or Cs.T-SsSs-TWriting, speaking, readingIndividual work4 min

9. Controlled practiceAims: To make sure that Ss understood how to use indefinite adverbs of time frequencyPROCEDUREINTERACTIONTIMING

5b/86. T explains the task and after, elicits sentences from students around the class.Ss-TPair-work6 min

10. Inductive presentation of home technologies Aims: to make students aware of several home appliancesPROCEDUREINTERACTIONTIMING

6a/86. T asks Ss to look at the pictures 1-6. T Asks a student to read out the words and elicit answers from Ss around the class. Ss might also list other devices they have at home.Ss-TSpeaking, reading4 min

11. Controlled practiceAims: To make sure Ss know the use of different home appliancesPROCEDUREINTERACTIONTIMING

6b/86. T explains the task. Ss do the exercise. T checks Ss answersReading, writing3 min

12. Controlled practiceAims: Ss use phrasal verbs related to the use of different devices and find their antonyms. PROCEDUREINTERACTIONTIMING

7/86. T explains the task. Ss complete the task. T checks Ss answers and elicits them around the class.Ss-TWriting, speaking3 min

13. Group-workAims: To make students work and interact with each other toward a common goal. PROCEDUREINTERACTIONTIMING

T splits Ss into groups. Each group receives a handout which contains a spidergram and they have to complete it. After that, the group has to create a presentation of the product they have on their handout. After that, they will have to choose a spokesperson who will share the presentation to the rest of the class.T-SsSs-SsWriting, speaking5 min7 min3-4 min

14. Controlled practice, pair-workAims: Students will be able to use the appropriate form of penalties of appropriate words for different crimes PROCEDUREINTERACTIONTIMING

a) T explains the task. T reads out the title of the text and asks Ss what they think the text might be about. Ss work in pairs to complete the task. Ask Ss for unknown words.b) Read through the columns and Ss complete the task. T checks Ss answers.T-SsSs-SsWriting, speaking5 min

3 min

Homework: writing, 11, p. 87

Metoda I : Textul original:

(Biatul Ancor)By Tim Burton

There was a beautiful girlwho came from the sea.And there was just one placethat she wanted to be.With a man named Walkerwho played in a band.She would leave the oceanand come onto the land.He was the one that she wanted the most.And she tried everythingto capture this ghost.But throughout all their livesthey never connected.She wandered the earthalone and rejectedNothing could join them,except maybe one thing,just maybe...something to anchor their spirits....They had a baby.

I t was ugly and gloomy,and as hard as a kettle.It had no pink skin,just heavy gray metal.The baby that was meant to bring them together,just shrouded them bothin a cloud of foul weather.So Walker took offto play with the band.And from that day on,he stayed mainly on land.

And she was alonewith her gray baby anchor,who got so oppressivethat eventually sank her.As she went to the bottom,not fulfilling her wish,it was her, and her baby ...and a few scattered fish.

Version A.There was a magic penwho came from the sea.And there was just one sheetthat she wanted to be.With a man named Walkerwho played World of Warcraft.She would leave the oceanand come into his hand.He was the one that she wanted the most.And she tried everythingto capture this ghost.But throughout all their livesthey never connected.It painted them togetheralone and rejectedNothing could join them,only one thing,just maybe...something to anchor their spirits....They had dinner under the moonlight.I t was ugly and gloomy,and as hard as a stone.It had no pink skin,just heavy gray metal.The baby that was hungry all the time, just shrouded them bothin a cloud of foul weather.So Walker took all the moneyto play with the band.And from that day on,he stayed mainly on land.And she was alonewith her gray baby anchor,who fell asleepthat eventually sank her.As she went to the bottom,not fulfilling her dish,it was her, and her baby ...and they lived happily ever after.Version B.There was a beautiful girlwho drew a yellow pea.And there was just one placethat was full of light.With a painter named Walkerwhich played in a band.It would leave the tableand come onto the land.He was the one that she wanted the most.And she went in the clubto capture this ghost.But throughout all their livesthey took a lot of selfies.She wandered the earthalone and happyNothing would stop it,except maybe one thing,just maybe...stronger for their spirits....They had a baby.Pretty and soft,and as hard as a kettle.It had no skin,just heavy gray metal.The rubber that was meant to bring them together,just shrouded them bothin a aluminium foilSo Walker took offto play with the band.And from that day on,he stayed mainly on land.And it was bluntwith her gray baby anchor,who got so oppressivethat eventually sank her.As she went to the top,not fulfilling her wish,it was her, and her baby ...and a few scattered fish.

Activitatea are loc in stadiul de Pre-ReadingPentru aceast activitate am ales o poezie scris de Tim Burton din colecia sa intitulat Melancolica Moarte a Biatului Stridie i alte Poveti. Acest poem, la fel ca i celelalte, este caracterizat de umor negru si de ironie i prezint trista poveste a trei persoane care niciodat n-au putut funciona ca o familia normal: mama este, cel mai probabil, o siren care triete in adncuri, tatl este mai mult preocupat de trupa n care cnt, iar copilul este o povar. Pornind de la original, am ales s creez dou versiuni ale aceleiai poveti, ns cu versuri amestecate, iar elevii vor trebui s i pun unul altuia ntrebri pentru a ajunge la o versiune comun, cea adevrat. Pentru aceasta, ei vor trebui s acorde atenie elementelor de versificaie (rim, ritm, msura versurilor). Consider c aceast metod didactic este interactiv deoarece elevii vor fi motivai s termine activitatea, ntruct povestea este puin neobinuit i interesant, atractiv, din punctul meu de vedere. (10 min, clasa a XI-a)

2. Tehnica Lotus:Activitatea are loc la sfarsitul lectiei, dupa exercitiile de vocabular.Primete fiecare grup ( de 5 elevi) cte o foaie cu o floare de nufr care, in centru conine o imagine cu un dispozitiv electronic si alte 8 ramuri ce trebuie completate. Dup care, fiecare grup i alege un lider care va prezenta acel obiect in faa clasei. In final, in funcie de ct de bine i-au prezentat dispozitivul, prezentatorii primesc voturi din partea celorlali. (15 minute, clasa a IX-a)

Add words to your spidergram, then make up sentences using the words in order to make up a presentation of the product given below.

Metoda 3: Lanul Povestirii (Chain-Story)

Aceasta activitate are loc in stadiul de While-WritingElevii sunt mprii n grupe de cte 4. Pe o foaie de hrtie fiecare grup scrie: Once upon a time there was a beautiful princess warrior who lived in Brooklyn, NY. Acum elevii trebuie s continuie povestea scriind urmtoarea propoziie i apoi o dau mai departe celui din partea stng din grup. Fiecare are dreptul s scrie o singur propoziie. Apoi copiilor li se cere s i aleag un lider care s citeasc povestea n faa clasei. (6 minute, clasa a IX-a)

Test de evaluarePast form of Verb To Be A) Put these sentences into the PAST. Use past form of verb TO BE :

1. Jane and Michael are tired. . 2. Shes in the park. . 3. Its a sunny day. . 4. Youre late. . 5. They arent hungry. . 6. We arent at work. . 7. Im thirsty. . 8. You arent at school. . 9. Were at the cinema. . 10.Paula isnt happy. . 11.Everyone is excited. . 12.Im not afraid. .. ...

B) Choose WAS or WERE and circle it:

1. He was / were a policeman. 2. We was / were very happy. 3. Was / Were you happy? 4. They wasnt / werent interested in. 5. I was / were at school. 6. It wasnt / werent expensive. 7. Was / Were she your teacher?

C) Are these statements TRUE or FALSE? Correct the FALSE statements using WASNT or WERENT:

Example: a) Bill was an old man during the First World War. FALSE- Bill wasnt an old man during the First World War. b) Bill was in the army. TRUE c) Bill was in Poland. .. d) Bills wife and children were in Italy. . e) It was dangerous in London. f) There was a lot of food in London. .. g) The children were quite old. h) The children were frightened. .

D) Make questions about the text using WAS or WERE:

Example: a) How old / Bill / during the First World War? How old was Bill during the First World War? b) / Bill / in the army? ? c) Where / Bill? ..? d) Where / Bills wife and children? ..? e) / It dangerous in London? ..? f) / there bombs? ? g) / there a lot of food? .. ? h) How old / the children? . ? I) / the children frightened? .. ?

E) Read the interview and answer the questions:

Bill Jenkins is 100 today. Interviewer: Bill, I expect life is very different today than a hundred years ago. What was it like? Bill : Yes, it is very different. Life was much quieter then. There are so many cars now. There werent any cars when I was a boy. Interviewer: Were you happy as a child? Bill : Oh yes, I was very happy, but Im still happy now! Interviewer: Tell me about your family. Bill : Well, my father was a postman and my mother was a cook. We werent rich, but we werent poor either. There were five children. My brothers and sisters were all younger than me but Im the only one still here.

1. Were there any cars when he was a boy? 2. Was he happy or sad when he was a child? 3. What was his mothers job? 4. How many children were there in his family? 5. How old is Bill Jenkins?

F) George and Sally have been married for 50 years. They are talking about their first house. Use WAS or WERE and a word from the box to complete their conversation:

new Italian big green cheap cold bad

Example: George : The house was warm. Sally : No, it .was cold. .. 1. George: The garden was small. Sally : No, it .. 2. Sally : The neighbors were French. George: No, they . 3. George: The living-room was red. Sally : No, it . 4. Sally : Our first chairs were expensive. George: No, they 5. George: The kitchen was old. Sally : No, it 6. George: The local shops were good. Sally : No, they

Barem:A) B) 12X1.25 = 15 pC) 7X2.25 = 15.75 pD) 7X2.25 = 15.75 pE) 8X2.00 = 16 pF) 5X2.50 = 12.50 pG) 6X2.50 = 15 pOficiu: 10 pTotal: 100 p