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Lesson Plan XII

This lesson plan outlines a 50 minute lesson for a 12th grade beginner level class on politics and democracy. The lesson objectives are to read a text about politics, match words from the text to their definitions, answer questions about the text, discuss individual lines, and complete an evaluation test. Methods include conversation, explanation, observation and exercises. Students will first read the text, define words in italics, answer questions, and take a test from their textbook. The teacher will evaluate student participation and homework.

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Marioara Ciobanu
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38 views4 pages

Lesson Plan XII

This lesson plan outlines a 50 minute lesson for a 12th grade beginner level class on politics and democracy. The lesson objectives are to read a text about politics, match words from the text to their definitions, answer questions about the text, discuss individual lines, and complete an evaluation test. Methods include conversation, explanation, observation and exercises. Students will first read the text, define words in italics, answer questions, and take a test from their textbook. The teacher will evaluate student participation and homework.

Uploaded by

Marioara Ciobanu
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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LESSON PLAN

DATE: the 25th of April 2013 CLASS: XII B LEVEL: beginners CLASS SIZE: students LESSON UNIT: Vote for me! LESSON TOPIC: politics and democrac TYPE OF LESSON: combined TEXTBOOK: !rospects Ad"anced TIME: 50 minutes LESSON OBJECTIVES : to read te#t related $ith politics and democrac % to match some $ords in italics from the te#t $ith their correct definitions% to ans$er the &uestions from the te#t% to discuss about some indi"idual lines from the reading e#tract% to sol"e an e"aluation test% SKILLS: spea'ing( reading( $riting(

METHODS: con"ersation( e#planation( obser"ation( e#ercise( e#ample TEACHING AIDS: blac'board( te#tboo's( sheets of paper $ith the e"aluation tests ORGANIZATION OF THE CLASS: loc'step( group $or'( indi"idual $or'
1

STAGES AND TECHNIQUES


Stage /0 1a". (2 Tea !e"#$ a t%&%t' )he teacher greets the students* + ,ood morning e"er one! + -ho is absent toda . )he teacher chec's the home$or'* 30 ): )oda $e $ill continue the unit about I*t"+)( %*g politics and democrac and $e are going *e4 t+2% to read an e#tract from a no"el called 12torm $eather3% after that $e $ill tr to match some $ords $ith their definitions( $e $ill ans$er some &uestions from the te#t and discuss about some indi"idual lines from it* ): I/ll $rite the title of the lesson on the blac'board 50C+..(*% a ): 4pen the boo's on page 56 t%+* +6 t!e ): Before $e read the te#t( let/s loo' at the *e4 $ords in italics* 7ead them in sentence ,*+4-e)ge conte#ts( and tr to match them $ith the 7 "ea)%*g follo$ing definitions: a t%&%t'8 1* 8ad 2* In theor 3* 0ot full of 9* :npleasant people( main chancers 5* 0oise( trouble ;* :ncontrolled 5* A period of time 6* -orsen( get dr St()e*t$# a t%&%t' )he students ans$er the teacher/s greeting* + 0o one/s absent* )he students listen to the teacher* I*te"a t%+* teacher+ students teacher+ students S,%--$ spea'ing T%.e 5/

$riting spea'ing

2+3/

2: -rite the title in their noteboo's )he students $or' in pairs and then go to the blac'board and $rite the $ords $ith their correct definitions: 1* 8entall unstable 2* 4n paper 3* :ncluttered 9* )he bar'ers( pimps and fast+ change artists 5* :proar ;* :nbridled 5* 2tint 6* 2hri"eled

students+ teacher teacher+ students students+ teacher $riting spea'ing

): I/ll as' the students to read the te#t and find the follo$ing information: 1< =o$ $as >linton ) ree different from pre"ious go"ernors of state. 2< -hich state $as he from. 3< =o$ did he impress people at the time of his election. 9< -as there an thing in his past that he might be ashamed of. 5< -h is it a problem if a candidate has had an academic career. ;< =o$ $as ) ree different from $hat he appeared to be. 5< After he $as elected( $hat 'ind of people did he upset. 6< -hat did he do that upset them.

2: 7ead the te#t and then ans$er the &uestions: 1* =e $as bright( intelligent and honest* 2* ?lorida 3* =e spo'e spontaneousl and didn/t need to refer to notes* 9* 0o* But his academic bac'ground $as considered embarrassing b others* 5* )he "oters thin' an academic candidate is too broad+minded* ;* =e appeared to be a perfect candidate( but in practice he clashed $ith a corrupt s stem* 5* =e upset the people $ho build and pro"ide for ne$ residents* 6* =e suggested slo$ing the gro$th of the state* =e also informed the police $hen someone tried to bribe him* 2tudents recei"e the test and sol"e it*

reading teacher+ students spea'ing

90 E&a-(at%+*

): )oda I/ll gi"e ou an e"aluation test* )he test is on page 60+61: !rogress chec' 3* @ou ha"e to sol"e e#ercise 1 a< and b< A 60( e#ercise 3 and 9A 61 ): I/ll e#plain the e#ercises Bre&uests ): I/ll gi"e students sheets of papers $ith the test

25/ teacher+ students Indi"idual $riting

:0 G%&%*g !+.e4+",; .a",%*g t!e $t()e*t$

=ome$or': the students ha"e to $rite e#ercise 5A61* )he teacher gi"es good mar's to the students $ho ha"e participated most acti"el to the class*

2: -rite do$n $hat the ha"e to do for the ne#t time*

teacher+ students

1+2/

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