Plan de Evaluare - Franceza

8/12/2019 Plan de Evaluare - Franceza

1/5

LESSON PLAN

SCHOOL:COALA GIMNAZIAL IOSIF VULCAN, HOLODTEACHER:FILIP DIANA

DATE: 17th

OCTOBER, 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 Building Integrated 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 o

obligation/ advice /interdiction;

- discuss using vocabulary linked to health and illness and practice using the new one related to aches anpains;

- use simple medical terms related to health and illness and give examples of proverbs containing bod

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 conversation

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, analogie

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 Pres1994.

http://en.islcollective.com

B). HUMAN:the students of the class: 16

TIME:50`


2/5

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 the

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?)an

then individually by verifying Ss` notebooks. T. asks questions about their homework and the Ss. answer th

questions.

AIM:- to check the acquiring of previous knowledge and to give the Ss. feedback regarding their work a

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? Wha

are the characteristics of influenza? How does it affect the body? etc.Ss. answer the questions discussin

these issues.

AIM: - to make the lead-into the subject and capture their interest in the topic, but also to prepare Ss. for th

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 achestomach ache eliciting 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 relaxe

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;


3/5

ACTIVITY 5: VOCABULARY BUILDING USING COLLOQUIAL PHARASES AND PROVERB

(15`)

PROCEDURE:

Ss. are given some handouts with colloquial phrases and proverbs containing parts of the bod(Hand-out 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 equivalent of the phrases and proverbs in their mother tongueSs. will present their definitions, respectively their Romanian proverb equivalent and the most humorous wi

be written on the bb.AIM : - to enrich Ss. vocabulary by studying medical terms related to health and illness and proverb

containing body parts

- to make Ss. come up with original ideas, increasing their creativity.

- to put 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 PROJECT

WORK-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. hav

to imagine themselves as patients. After skimming the text, they have to write a short paragraph describin

the symptoms specific to the disease they have chosen. Then Ss. have to create a Doctor-patient Role

playusing 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 an

preventing the fl u-Protecting myself and the others. Thus Ss. will be in the situation of using the essentia

concepts about the prevention and control of such diseases, using at the same time the degrees o

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 an

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 role

play.

- 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 about How to prevent flu in order to use and consolidate the newacquired vocabulary. Extra homework for the volunteers --writing a diary page describing how you caught

cold. T. writes the homework on the bb. and the Ss. in their notebooks.


4/5

ACTIVITY 8: EVALUATION/ASSESEMENT (2`):

PROCEDURE:

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


5/5

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 BOOTSBUTTON UP YOUR LIPS

TO BE LED BY THE NOSE

TO HAVE GOT SOMEBOBY UNDER SOMEBODYS SKINTO SAVE ONES SKINFROM 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 viruse

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, an

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 noenough; at the same time measures of prevention should be taken. One example of the power of the virus i

the worst epidemics in the history of Humanity-- the 1917-18 Spanish flu which killed some 20 milliopeople.

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 throa

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 i

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 han

washing and keeping ones hands away from the mouth, nose, and eyes, where the viruses thrive, help reducones risk of catching a cold.

Plan de Evaluare - Franceza

Documents

Transcript of Plan de Evaluare - Franceza