JU Druga Gimnazija Zenica June 1st, 2024

Lesson Plan 2

Instructor: Henna Zahirović

 Lesson Plan 2

Instructor: Hena Zahirović

Subject: English language
School: Druga Gimnazija, Zenica
Grade level: 1st Grade of High School, Lower Intermediate
Number of students: 21
Class length: 45 minutes
Type of class. revision
Teaching methods: frontal, pair work, individual work
Date: June 1st, 2024
Topic: Unit 4: Tales of the Unexpected ( past tenses, active and passive,
homophones) page 39- 48

Materials and Equipment:

● Coursebook (Liz Soars, John Soars, Paul Hancock - Headway 5th Edition
Intermediate Student's Book-Oxford University Press España, S.A.
(2018) )
● Chalk
● Blackboard
● Tape recorder

Goals:
● Foster class unity
● Develop student’s speaking skills
● Develop student’s listening skills
● Encourage creativity and storytelling
● Develop students’ analytical skills
● Develop student’s pronunciation

TERMINAL OBJECTIVE: consolidate student’s knowledge of Passive and

Active voice, Past tenses, and Homophones

ENABLING OBJECTIVES FOR PASSIVE AND ACTIVE VOICE:

● Consolidate students’ knowledge about the Passive and Active Voice
● Encourage students to practically apply knowledge about the Passive and
active voice
 ● Further develop students’ ability to structure sentences with Passive and
Active Voice

ENABLING OBJECTIVES FOR PAST TENSES:

● Consolidate students’ knowledge about past tenses
● Further develop students’ ability to utilise Past tenses in different
contexts
● Further develop students’ ability to form grammatically correct sentences
using different Past tenses

ENABLING OBJECTIVES FOR HOMOPHONES:

● Consolidate students’ knowledge about homophones
● Further develop their skill to come up with homophones on their own
● Consolidate their knowledge of differentiating between homophones

BLACKBOARD LAYOUT

June 1st, 2024

Revision:
Passive and Active, Past Tenses, Homophones

Homework: write a dialogue including all Past tenses

Articulation:

Introduction ( 9 minutes)

I will greet the students with Hello, Class! Then, I will sit down and take
attendance. ( 3 minutes)
After that, I will stand up and do a quick starter activity with the students that I
took from the coursebook. I will ask the students to do the Fortunately,
unfortunately story chain. There will be a starter sentence, eg. I crashed my
bike, and then the class will each have to continue the story with sentences
starting with fortunately or unfortunately. They will have to use the passive
voice in those sentences. (5 minutes)
After they are finished, I will tell them that we will be revising Passive and
Active, Past tenses and homophones that day. I will also tell them that we will
be focusing on stories and reading aloud. I will write down the date and title on
the blackboard. (1 minute)
Goals:
● Foster class unity
● Encourage students to reflect upon learned material
● Encourage creativity and story telling
● Develop speaking skills
Objectives:
● Consolidate students’ knowledge about the Passive and Active Voice
● Encourage students to practically apply knowledge about the Passive and
active voice
● Further develop students’ ability to structure sentences with Passive and
Active Voice

MAIN PART ( 33 minutes )

ACTIVITY 1:

After the warmup activity, I will tell the students that we will continue with
another speaking exercise. I will ask the students to pair up and to open their
coursebooks to do exercise 1, p. 41. The students will have to ask and answer
two questions about the action in italics. Then, each pair will ask and answer
each other infront of the class. ( pair work, 8 minutes)
Goals:
● Foster collaboration and sense of unity
● Improve speaking skills
● Encourage students to ask and answer questions coherently

Objectives:
● Enable students to use Past Tenses in various contexts
● Improve sentence structuring
● Develop pronunciation and articulation

ACTIVITY 2:
I will tell the students that their homework for next class will be to write a
dialogue including all Past Tenses. I will also write it down on the blackboard.
After that, I will tell the students to individually do exercise 5, p. 43. Their task
will be to read the given words aloud and then write their homophone. After
they are done, I will check each students’ work individually. (individual work,
5 minutes)
Goals:
● Develop students’ vocabulary
● Develop students’ analytical skills
● Develop students’ pronunciation skills
Objectives:
● Consolidate students’ knowledge about homophones
● Further develop their skill to come up with homophones on their own
● Students will improve their spelling skills by recognizing and spelling
homophones correctly

ACTIVITY 3
Then, I will instruct them to complete exercise 6, p.43. Their task is to write the
spelling of the words written in phonemic script. I will also check their work
individually. ( individual work, 5 minutes)
Goals:
● Develop students' ability to recognize and understand phonemic symbols
● Build student’s confidence in analyzing phonemic script
● Further develop their spelling skills
Objectives:
 ● Enable students to evaluate their spelling mistakes and errors
● Consolidate their knowledge of differentiating between homophones
● Further develop students’ ability to write correct answers in accordance
to context clues

ACTIVITY 4

Then, I will tell the students that we will be listening to a poem by Hilaire
Beloc. I will instruct them to listen to the tape carefully and to pay attention to
the pronunciation and spelling of the highlighted words. I will play tape 4.8 for
them, the poem titled The Unfortunate Tale of Henry King. Then, each student
will practise for themselves and then recite the poem to the class. (individual
work, 15 minutes)
Goals:
● Develop student’s listening skills
● Develop student’s confidence for public recitation
● Develop students’ pronunciation
● Deepen the student’s poem analysis skills
Objectives:
● Enable students to recite fluently
● Enhance students’ ability to discern between rhyme patterns and
intonation
● Develop student’s ability to notice silent letters

CONCLUSION (3 minutes)

I will remind the students about their homework once again and point to the
blackboard where it is written. I will distribute empty index cards to the
students. I will tell the students to write a short reflection on the learned
material and the day’s class, in bullet points. After they are done, I will take the
cards and dismiss the students as the bell rings. ( 3 minutes)

Goals:

● Develop students’ feedback

● Develop the students’ reflection skills
● Develop the student’s feeling of participation in the class structure
Objectives:
● Consolidate the student’s knowledge of the learned material
● Students will practice concise and clear written communication through
bullet-point reflections
● I will gather feedback on the effectiveness of the lesson, student
engagement, and comprehension
● Allow students to process information and conclude their learning for the
day

ANTICIPATED PROBLEMS AND SOLUTIONS:

● If a student doesn’t know what to say during the spontaneous starter
exercise, I will give them a clue as to how they could continue the story.
● If a student makes too many pronunciation mistakes, I will note that
down so I can focus on that student’s pronunciation skill development
● If a student does not have a person to work in a pair with, they can work
with me.
● If a pair of students cannot understand how to do an exercise at all, I will
give them hints, if they still cannot understand, I will advise them to
listen to the other students’ answers.
● If a pair of students talks recreationally instead of working on the
exercise, I will give them a stern warning.
● If the tape recorded does not work, I will read the poem aloud a few times
instead.

APPENDIX
Starter activity, p. 40
Student C: Unfortunately, I got injured by the elephant.
Student D: Fortunately, the injury wasn’t too bad…..

Exercise 1, p. 42
2. What was Mona doing when her flight was announced?
She was in the airport shops.
What did Mona do when her flight was announced?
She went to the gate.
3. What were you doing when you ran out of petrol?
I was on the motorway.
What did you do when you ran out of petrol?
I phoned the RAC for help.
4. What was Don doing when his car was stolen?
He was at work.
What did he do when his car was stolen?
He went to the police station.
5. What were you doing when you met Johnny Depp?
I was on a flight to LA.
What did you do when you met Johnny Depp?
We talked about his movies.
Exercise 5, p. 43
1. Where
2. War
3. Caught
4. Peace
5. Weak
6. Flu
7. Pear
8. Aloud
9. Mail

Exercise 6, p. 43
1. Peace is the opposite of war.
2. I wore the same pair of socks for a week
3. I’m not allowed to wear makeup
4. I went out in the rain and i caught the flu.
Exercise 8, p. 43. Tape 4.8 The Unfortunate Tale of Henry King