LESSON PLAN

GRADE: 7 LEVEL: strong intermediateTEXTBOOK: SCRAPBOOK (Oxford Publishing House)UNIT 5: FAMELESSON: THE SEVEN WONDERS OF THE ANCIENT WORLD– TBL approachTIME: 50’

LESSON AIMS: To revise vocabulary related to places and objects description. Enhance reading skills.

Language skills: Reading; Speaking;Language functions: talking about schedule; food vocabulary; expressing likes and dislikes; grammar (introduction to measurements terminology)

MATERIALS: Student’s Book*; Set of worksheets - World Wonders (name paper, info paper, location paper,

photo of wonder); Marker; Whiteboard; Magnets; Highlighters;

ANTICIPATED PROBLEMS:NoiseTendency to use mother tongueSmall arguments between team membersReward system related questions - Solution: at the end of the class, everyone takes photos of the whiteboard, we print the best one and hang it in the classroom and it will stand as a symbol of teamwork.Not enough time for some of the activities.

OBJECTIVES:Focus on vocabulary, grammar and fluencySs will become familiar with the language used to describe buildings and places while learning new interesting things.

TEACHER’S OBJECTIVES:Ss will practice giving information (presentation type – speaking to an audience). They will try to add more to their description as they will want to have the best presentation. As they will be focusing they will acquire language related material unknowingly (language acquisition). As non-language related bonuses, Ss will also learn new interesting things and enjoy their class.

ACTIVITY 0:Checking homework.

Interaction: T – S; S – S;Timing: 4’

ACTIVITY 1:Pre-task

Aim: to introduce Ss to the topic and engage Ss;Procedure:A warm-up activity to introduce the topic; T will give the Ss a hand out. They will work in pairs. They have to do the World Wonder word search and report to the class the names they’ve found. Ss find the words and report them, T prepares the AWW name papers on the whiteboard.

Interaction: T – S; S – S;Timing: 7’- word search 2’ – posting the names on the whiteboard

ACTIVITY 2:Task Cycle – no teaching

Aim: to activate background knowledge related to the topic;Procedure:After having found the 7 wonders T asks Ss if they know anything about them; T listens to 3-5 answers while preparing the papers for the next activity; last T asks Ss to open the books at page 46. T will not tell Ss anything about the book anymore. Ss will be tempted to scan the texts in the book in order to give correct answers to T’s question. Ss might also remember fact from the previous activity.

Interaction: T - STiming: 5’

ACTIVITY 4:Task cycle – task stages: instructions, performing task, reporting

Aim: to develop skimming and scanning techniques; to rephrase ideas; to describe a thing; to read numbers correctly; to enhance general knowledge; to become familiar with certain expressions;Procedure:T asks Ss to read the texts about the world wonders in silence and try to remember as much info as they can about them; While Ss are reading T divides the class in 7 groups of 3 or 4 Ss and delivers the material (info papers and photo) to each group asking them to ignore the papers for a while.Stage 1: Instructions. T tells Ss they are going to do a presentation and time-framing of the world wonders for better understanding. T explains to Ss what they have to do: all Ss in each group have to look at the paper they received. They have to identify the wonder it is about (skimming) and find the paragraph in their textbook in which that wonder is mentioned. Then each group will have 1-2 students re-scanning the paragraph in the Student’s book about the wonder and another 2 Ss scanning the text on the info-paper received earlier. They have to gather info, highlighting the main ideas in the info paper. All conversation between group members should be carried out in English.

Stage 2: Performance. Meanwhile T draws a timeline on the whiteboard and fills in some year boxes and posts all the photos name-papers and location-papers on the whiteboard. After having done the scanning the Ss have to cross-report to the other members of the team and share what they’ve found as main facts. Then two members of the group will do the presentation. Stage 3: Reporting. These Ss will come in front of the class and present the wonder. Another S from the group will have to find on the whiteboard the place-paper and name-paper of the wonder his class-mate is presenting and post them next to the year box on the white board.

Interaction: T – S; S – S;Timing: 2’ organisation; 3’- stage 1; 5’ – stage 2; 12’ – stage 3

ACTIVITY 5*:Language focus

Aim: explain new language and clarify any language problems that might have occurredProcedure:T asks Ss to ask language related questions – new vocabulary, new structures;T asks Ss language related questions – new vocabulary, new structures; to check comprehension level

Interaction: T – S; S-S Timing: 2’

ACTIVITY 6:Language practice

Aim: practice lesson related vocabularyProcedure:Each group is asked to come up with a difficult question on their wonder, a question whose answer was earlier stated in the presentation.

Interaction: T – S; S-S Timing: 8’

HOMEWORK: choose the wonder you like best and look up a famous person who had something to do with this place; take notes and draft an oral presentation for next class;