Mini Lesson Pland

7/30/2019 Mini Lesson Pland

http://slidepdf.com/reader/full/mini-lesson-pland 1/10

Date 11.03.2013., 4t

lesson

Form 11a

Theme „My English Speaking Country‟

Aim To practice presentation skills

3 min

T-Ss

32 min

S-ss

5 min

T-ss

The teacher gives each student three peer evaluation forms.

Students have to fill them in during the presentation; Students

have to evaluate three presentations together.

Students are presenting in the order which has been decided

already before the lesson.

After each presentation students and teacher ask some

questions to a presenter.

Students are reflecting on the lesson. Students tell which

things the next presenters should be improve.

Students who did not present in this lesson hand in the fourth

part of the project – an essay ‘The Future of My English

Speaking Country’

The teacher gives feedback on the presentations.

All students were prepared for the projects. Students were a bit nervous

because of the presentation. Some of the presentations were more on a higher level

than others. In the end, all the aims were met.



Date 12.03.2013., 7t

lesson

Form 11a

Theme „My English Speaking Country‟

Aim To practice presentation skills

3 min

T-Ss

27 min

S-ss

10 min

T-Ss

The teacher gives each student three peer evaluation forms.

Students during the presentation have to fill them in; all

together students have to evaluate three presentations.

Students are presenting in the order which has been decided

already before the lesson.

After each presentation students and teacher ask some

questions to a presenter.

Students are reflecting on the lesson and the project in

general.

Students who did not present in this lesson hand in the

completed portfolio including the fourth part of the project –

an essay ‘The Future of My English Speaking Country’ and

the reflection on the presentation from the previous lesson.

The teacher gives some feedback on the presentation and the

project.

Students fill in the questionnaire about the project ‘MyEnglish Speaking Country’

The teacher asks students some questions about the process

of the project: what difficulties did students face while

writing the project? What did they enjoy about it? What

would they do differently the next time?

Some students were very nervous to stand in front of the class to present. Few

asked if they could present their presentations individually to the teacher. Because theaim of the lesson was to encourage students to speak in front of the class no

individual presentations were allowed. Nevertheless, the teacher gave some tips to the

students which to release the stress.

One student outshined others with his presentation. Nevertheless, the rest of

students did also well.



Date 19.02.2013., 3r

lesson

Form 11a

Theme „The World‟s Top Conspiracy Theories‟

Aim To develop reading for gist and specific information

3 min

T-Ss

2 min

T-Ss

5 min

T-Ss

Individual work

10 min

5 min

5 min

Group work

5 min

2 min

3 min

The teacher asks what students know about the following

events in the world: the deaths of president John F. Kennedy,

John Lennon, Elvis Presley and Princess Diana; the Apollo

moon landing

The teacher asks: ‘what does conspiracy theory mean?’

Students discuss this.

Students read the introduction to three of the world’s most

popular conspiracy theories. Students answer the questions

about the introduction in the book ‘Headway Upper -

intermediate’ pg. 38.

Students are divided into three groups. Each group has to

read a different conspiracy theory from pg. 39 to pg. 41

After reading the text students individually answer the

questions from exercise nr. 4 in pg. 38

Students who read the same text come together and compare

the answers from the exercise nr.4

One student from each group (chosen by students

themselves) shortly tells about the conspiracy theory the

group read.

Students individually do the vocabulary work.

Students compare the results with the closest peer. If any

questions or problems appear, the teacher answers and

explains them.

The teacher asks students what they think: which theories are

the most believable; what it is about the Internet that breeds

such theories?

Students reflect on the lesson by answering following

questions: What have you learnt today? Did you like the way

you learnt it? What could have been different?

Students were interested in the topic and everything went as planned.



Date 22.02.2013., 4r

lesson

Form 11a

Theme „Saying the Opposite‟

Aim To practice vocabulary

5 min

T-Ss

3 min

T-Ss

5 min

T-Ss

Individual work

4 min

5 min

5 min

5 min

5 min

Students describe the closest peer with different adjectives

(10 adjectives). Students write these adjectives in the

notebook.

The teacher shows two sentences; students have to compare

these sentences. The teacher asks what an antonym is.

Students have to find antonyms in the sentences showed

before.

Students have to write antonyms to the adjectives they wrote

down in their notebooks in the beginning of the lesson.

The teacher asks each student to read two adjectives and the

antonyms of the adjectives.

Students have to do the first task from the book ‘Headway

Upper-intermediate’ pg. 42. The teacher asks one student to

read the results of the task. The other students compare the

results.

Students have to do the second task from the book ‘Headway

Upper-intermediate’ pg. 42. Students listen to the recording

and compare the results.

Students write 5 sentences with the antonyms from the task

No. 2.

Students discuss the meaning of the antonyms used in the

third task from the book ‘Headway Upper -intermediate’ pg.

42

Students have to do the fifth task from the book ‘Headway

Upper-intermediate’ pg. 42. The teacher asks one student to

read the task. The other students compare the results.



Date 04.03.2013., 4t

lesson

Form 11a

Theme “the test”

Aim To test the knowledge of the grammar theme „questions‟

3 min

T-Ss

35 min

T-Ss

2 min

The teacher explains the tasks of the test.

Students write the test. The teacher observes students.

The teacher tells the students to think about the word

‘protest’ for the next day (What context is this word usuallyused in; does it have positive or negative meaning?)

The lesson went as planned; all students were writing the test.



Date 04.02.2013., 4t

lesson

Form 11a

Theme “the test”

Aim To test the knowledge from the third unit of ‘Headway

Upper-intermediate’ students book

3 min

T-Ss

35 min

T-Ss

2 min

The teacher explains the tasks of the test.

Students write the test. The teacher observes students.

The teacher asks the students to find the meaning anddefinition of the word ‘rules’ for the following lesson.

The lesson went as planned; all students were writing the test.



Date 26.02.2013., 7th lesson

Form 11a

Theme The preparation for the test

Aim To prepare for the test

2 min

T-Ss

5 min

S-Ss

30 min

3 min

T-Ss

The teacher reminds the students about the test which is on

the 4th of march.

Each student receives a slip of paper with a noun. Students

have to formulate one question with this noun. Students ask

the questions to the neighbor.

The teacher gives a handout to each student with the revisionof the grammar themes (Questions and negatives; prefixes

and antonyms) and the vocabulary studied in February.

Students also receive worksheets with different tasks

covering the subject mentioned above. Students fill in the

worksheets and discuss the grammar and the vocabulary.

The teacher reminds the students that for the next lesson they

have to read the first part of the book ‘1984’ by George

Orwell. Students should pay attention to unknown

vocabulary.



Date 15.02.2013., 7t

lesson

Form 11a

Theme „Telling Lies‟

Aim To practise questions

7 min

T-Ss

6 min

T-Ss

7 min

T-Ss

S-ss

Individual work

4 min

10 min

6 min

The teacher asks the students to give an example of a lie. The

teacher asks students to think of some lies that the following

people might tell: a teenage girl to her parents; a car

salesman; a student to a teacher; a politician; a husband to his

wife. Students share their opinions in the classroom.

Students have to open the page 34 in ‘Headway Upper-

intermediate’ students’ book. On the pages 34 and 35 there is

a cartoon; all the people in the cartoon are lying. Students

answer the questions: who the people in the cartoon are lyingto and why. Students share their ideas with the classroom.

Afterwards students listen to a recoding. Students have to

listen to what the people are really thinking. And think about

giving answers to the following questions: what is the truth;

why did they lie and do you think any of these people have a

good reason to lie. Students discuss the questions in the class.

Students do the forth task of ‘Headway Upper -intermediate’

students book on page 34. One student is asked to share his

results and the rest of the class compare them.

Students are divided into two groups A and B with the help

of counting to 1 and 2. ( number one is A, number two is B)

Students A open the Headway Upper-intermediate’ students’

book on page 155, but the students of the group B open the

book on page 156. Students have to read the Unit 4 practice

tasks. For each group it is different. Then students have to

make a quiz with 10 questions. The answers of the questions

have to be found in the Unit 4 practice task A or B. The

students have to ask the quiz questions to a neighbor, the

neighbor tries to give answers without looking in the book.

Students do the task No. 3 on page 36 where students have to

write short questions with a preposition. Students read their

questions aloud.

Students continue with the task No. 4 on the page 36 where

they transform the short questions from the third exercise into

longer ones. The teacher explains that the students have to

follow the examples.

The students hand in the second part of the project - the

general data interpretation



Date 18.02.2013., 4th lesson

Form 11a

Theme „My most memorable lie‟

Aim To practice speaking

10 min

S-Ss

Pair work

6 min

S-Ss

8 min

6 min

8 min

T-Ss

The teacher asks if the students had ever told lies as a child

and if they can remember any of them. Then the students are

dived into 4 groups. In these groups they share their

childhood lies. One person from the group tells the most

interesting lie to the class( students themselves decide which

is the most interesting lie)

In the Headway Upper-intermediate’ students’ book page 37

students do the task No. two, but first they listen to therecording where six people are talking about their most

memorable lies. Students share their answers with the class.

Then the students listen to the same recording again, but this

time they answer the questions in the third exercise.

Students share their answers with the class.

Students do the forth task, where they have to connect the

words from the box with a lie and explain what they refer to.

The teacher asks students which of the six lies mentioned in

the tasks No. 2, 3 and 4 they think are ‘good’ reasons to lie;

which are ‘bad’ and which are ‘white lies’.

Each student has to make a list of occasions when it might

be good to lie and when it is definitely not. Students discuss

the answers in the class.

In the lesson students were laughing a lot, probably because of the childhood

memories. This topic seemed to interest students a lot.

Mini Lesson Pland

Documents

Transcript of Mini Lesson Pland