LESSON PLAN

SCHOOL: COALA GIMNAZIAL IOSIF VULCAN, HOLOD

TEACHER:FILIP DIANA
DATE: 17thOCTOBER, 2013
GRADE: 8-th
LEVEL: L1, UPPER-INTERMEDIATE
UNIT/LESSON: UNIT C: GET BETTER SOON
LESSON TOPIC: Winter Bugs and What to Do About Them-The Enemy Within
TYPE OF LESSON: Vocabulary Practice and BuildingIntegrated skills.
SKILLS INVOLVED: listening, speaking, reading, writing.
AIMS/OBJECTIVES:
A) SPECIFIC AIMS: by the end of the lesson the Ss. will be able to:
- speak and share ideas about symptoms and prevention of the contraction/spread of the flu using degrees of
obligation/ advice /interdiction;
- discuss using vocabulary linked to health and illness and practice using the new one related to aches and
pains;
- use simple medical terms related to health and illness and give examples of proverbs containing body parts;
- read with a proper intonation and pronunciation in English.
B) AFFECTIVE AIMS:
- to create a warm atmosphere in order to offer the background for smooth, easy conversations
between T. and Ss.
- to help Ss. become more confident when speaking English.
INTERACTION:T-->Ss; Ss-->Ss; Ss-->T;
TEACHING TECHNIQUES: conversation, dialogue, role-play, discussion, brainstorming, analogies,
guiding, IW; PW; GW;
METHODS OF TEACHING: Communicative Language Teaching, PPP, Error Correcting Method.
TEACHING AIDS:handouts, poster, markers, blackboard (bb)
A). BIBLIOGRAPHICAL:
1. Official: The Curriculum for Secondary Education
2. Methodical: Jeremy Harmer: The Practical of English Language Teaching, Longman, UK, 1991
3. Textbook: High Flyer Upper-Intermediate.
4. Michael McCarthy, Felicity O`Dell: English Vocabulary in Use, Cambridge University Press,
1994.
http://en.islcollective.com
B). HUMAN: the students of the class: 16
TIME: 50`
STAGES OF THE LESSON:

ACTIVITY 1: ORGANISATIONAL MOMENT (1`)

PROCEDURE:
T. enters the room, greets the Ss., asks if there are any absentees and talks to the Ss. asking them how they
are doing. Ss. greet and answer the questions.
AIM: - to cheer up the Ss. and to prepare Ss. for the lesson.
TECHNIQUES : discussion.
INTERRACTION : T-->Ss; Ss-->T;
ACTIVITY 2: CHECKING PREVIOUS KNOWLEDGE (5`)
PROCEDURE:
T. asks the Ss. about their homework checking it frontally (What was your homework for today?) and
then individually by verifying Ss` notebooks. T. asks questions about their homework and the Ss. answer the
questions.
AIM: - to check the acquiring of previous knowledge and to give the Ss. feedback regarding their work at
home.
TECHNIQUES:Questioning;
INTERACTION:T-->Ss; Ss-->T;
ACTIVITY 3: WARM-UP (2`)
PROCEDURE:
T. asks Ss.What is the matter with you?Are you ill? Is it the flu? What do you know about flu? What are
the characteristics of influenza? How does it affect the body?etc. Ss. answer the questions discussing these
issues.
AIM: - to make the lead-into the subject and capture their interest in the topic, but also to prepare Ss. for the
lesson.
- to make Ss. express their opinions in order to make connections with previous experience.
SKILLS INVOLVED: speaking, listening
TECHNIQUES : Brainstorming; Discussion;
INTERRACTION :T-->Ss; Ss-->T;

ACTIVITY 4: VOCABULARY FOCUS (7`)

PROCEDURE:

T. checks up Ss. vocabulary: using the error correction method, e.g.: I have a sore tooth/joint ache/
stomach acheeliciting from the students the right collocation: headache/sore throat/sore eyes/ toothache/
stomach-ache/ earache/ back-ache/knee pain/joint pain.
Ss. are asked to mime the aches and pain in order to consolidate the meaning of words and to gain a relaxed
atmosphere in the classroom and getting the Ss. in the position of using the new acquired vocabulary.
AIM: - to activate already taught vocabulary
SKILLS INVOLVED: speaking, listening
TECHNIQUES: Brainstorming; Discussion; Mime game;
CLASS MANAGEMENT: whole-class activity,
INTERRACTION: T-->Ss; Ss-->T;

ACTIVITY 5: VOCABULARY BUILDING USING COLLOQUIAL PHARASES AND PROVERBS

(15`)
PROCEDURE:

Ss.are given some handouts with colloquial phrases and proverbs containing parts of the body (Handout 1) and are asked to make up the definition or to find a synonym of the phrase.

After that Ss. are asked to think of the equivalentof the phrases and proverbs in their mother
tongue.Ss. will present their definitions, respectively their Romanian proverb equivalent and the most
humorous will be written on the bb.
AIM :- to enrich Ss. vocabulary by studying medical terms related to health and illness and proverbs
containing body parts
- tomake Ss. come up with original ideas, increasing their creativity.
- toput the Ss. in the situation of making meaning out of oral or written messages.
TECHNIQUE: Individual Work
INTERRACTION:T-->Ss; Ss-->T;
ACTIVITY 6: VOCABULARY CONSOLIDATION THROUGH ROLE-PLAY AND PROJECTWORK-20 (Secondary Practice Writing creativity)
PROCEDURE:

Ss. are grouped into two teams and assigned two different tasks based on the text in handout 2.
Team I: Ss. receive a text containing the description of diseases such as influenza and winter cold. Ss. have
to imagine themselves as patients. After skimming the text, they have to write a short paragraph describing
the symptoms specific to the disease they have chosen. Then Ss. have to create a Doctor-patient Roleplay using the thematic vocabulary in handout 2 and the degrees of obligation/prohibition and advice.
Team A:Ss. have to make up a discourse for a Public Health Campaign against the flu: Avoiding and
preventing the flu-Protecting myself and the others. Thus Ss. will be in the situation of using the essential
concepts about the prevention and control of such diseases, using at the same time the degrees of
obligation/prohibition and advice and the thematic vocabulary in handout 2.
Both teams will have to use the new information to adjust and extend personal knowledge base.
AIM:
- to practice reading comprehension and make the Ss. to describe physical states.
- extract the main ideas while reading.
-to develop Ss. speaking competence by sharing ideas about symptoms and prevention of the contraction and
spread of the flu.
-to activate Ss. vocabulary linked to health and illness and to practice new one related to aches and pains.
-to develop writing creativity by activating the emotional, intra- and inter-personal intelligence through roleplay.
- to practice degrees of obligation/ advice /interdiction.
TECHNIQUE: Team Work
INTERRACTION:T-->Ss; Ss-->Ss; Ss-->T;
ACTIVITY 7: ASSIGNING HOMEWORK (2`):
PROCEDURE:

Ss. will have to make a flyer aboutHow to prevent flu in order to use and consolidate the new
acquired vocabulary. Extra homework for the volunteers --writing a diary page describing how you caught a
cold.T. writes the homework on the bb.and the Ss. in their notebooks.

ACTIVITY 8: EVALUATION/ASSESEMENT (2`):

PROCEDURE:
Ss. will be evaluated based on their activity during class verbally, but also by receiving marks.

HANDOUT 1
AT THE BACK OF BEYOND
TO HAVE GOO-GOO EYES
WITH THE NAKED EYE
MAKE FACES AT SOMEBODY
BY HEART
TO HAVE ONES HEART IN ONES BOOTS
BUTTON UP YOUR LIPS
TO BE LED BY THE NOSE
TO HAVE GOT SOMEBOBY UNDER SOMEBODYS SKIN
TO SAVE ONES SKIN
FROM TOP TO TOE
Man is the head of the family, woman the neck that turns the head.
What is in the stomach carries what is in the head.
You must not expect old heads upon young shoulders.
He who let`s another sit on his shoulder will soon have him on his head.
HANDOUT 2
Influenza
Several types of viruses cause this highly contagious disease, commonly called the flu. The viruses
are spread from one person to another via airborne droplets released during coughing and sneezing. They
lodge in the lungs and breathing passages, causing fever, chills, sore throat, coughing, headache, fatigue, and
weakness. Most symptoms subside in several days, but complications, particularly pneumonia, can occur.
Treatment consists of bed rest and plenty of fluids; antiviral drugs may be prescribed.
Vaccination to avoid infection is strongly recommended. Unfortunately, the flu vaccine is not enough;
at the same time measures of prevention should be taken. One example of the power of the virus is the worst
epidemics in the history of Humanity-- the 1917-18 Spanish fluwhich killed some 20 million people.
Medical authorities believe that most colds spread from nose to hand and then from hand to nose,
rather than through the air, so a considerate cold victim should instead wash hands frequently.
The influenza virus does travel easily through the air as a passenger on water droplets, so a mask may
head off its transmission.
Common cold
Common cold or contagious respiratory illnesses can be caused by more than 200 different viruses.
Generally, an infection is short-lived, lasting about a week. Symptoms include a runny nose, sore throat,
sneezing, and occasional coughing. There are no proven preventative measures and no known cure.
Cold viruses often spread as infected individuals cough or sneeze, releasing virus-laden droplets in
the air. People become infected by breathing in the viruses or touching contaminated items (furniture,
clothing, and so on) and rubbing their contaminated hands against their mouth, nose, or eyes. Frequent hand
washing and keeping ones hands away from the mouth, nose, and eyes, where the viruses thrive, help reduce
ones risk of catching a cold.