Lesson Plan

Teacher: Gavril Loreta

Date: The 10th of June 2014
School: Theoretical High School Alexandru Vlahu
Class: 8th C
Number of students: 18
Textbook: Enterprise 4 Coursebook, Express Publishing
Unit 12: Transport
Lesson Topic: Vocabulary Transport / Adjectives and Adverbs
Lesson length: 50 minutes
Type of lesson: Lesson of knowledge consolidation and developing skills and abilities
Skills: speaking, reading, writing
Didactic strategies: methods and procedures: explanations, dialogues, conversations, brainstorming, and games.
materials used: notebooks, blackboard, chalk, worksheets, images, stick notes, diplomas, and bookmarks.
organization: individual work, pair work, group work.
Lesson Aims (centred on student):
To express (orally and written) their own ideas and opinions about means of transport;
To enrich vocabulary regarding the means of transport;
To know the differences between adjectives and adverbs;
To know the degrees of comparison for adjectives and adverbs.
Objectives
Cognitive objectives: - to answer questions and maintain conversations about the means of transport;
- to give spoken arguments about the best/worst means of transport;
- to know what are the definitions and characteristics of the adverbs and adjectives;
- to know which are the degrees of comparison for adjectives and adverbs;
- to know how to use correctly in contexts the adjectives and adverbs;
Affective objectives: - to create a pleasant atmosphere for the collaboration between teacher and students;
- to make students speak freely;
- to stimulate students creativity;

Anticipated problems: - if teacher thinks it is necessary, she will offer the students guidance in solving certain exercises;
- some students might need further help and extra indications in solving the tasks and they may also need
some of these indications to be given in Romanian;
- some students might feel nervous and reluctant to participate in the activity, so they may need assistance.
Bibliography: - Harmer, Jeremy. The Practice of English Language Teaching. Longman, 1991;
- Scrivener, Jim. Learning Teaching. Macmillan Books for Teachers, 2005;
- Evans, Virginia and Dooley, Jenny. Enterprise 4 Coursebook. Express Publishing, 1997.
Time
3

15

Lesson stage
Warm-up

Activity 1
(The best and
the worst
means of
transport)
Speaking
and sharing
opinions.

Teachers activity
T greets the students and
introduces herself.
T asks who is absent and ensures
a friendly atmosphere so that the
students might feel encouraged
to fully participate in class.
T asks the students if they like
travelling and with what type of
transport they do it more often.
T asks the students to divide in
two and to form two large
groups. T gives the students
some sheets with different
pictures that represent means of
transport.
(Annex 1)

Students activity

Focus
S

Interaction
T-Ss

Aims
To create a
pleasant
atmosphere

T-Ss
Ss-T

To develop
speaking
skills and
own
creativity and
opinions.

Ss respond to informal
questions.
Ss answer the questions when
they are named.
Ss have the opportunity to
choose either they divide by
themselves or are divided by T
by choosing an orange ticket
with a certain written number.

T communicates the task for this

activity. Each team (of the two)
will need to choose only one
type of transport from the given
sheets with images. Team 1 will
have to find the BEST way of
transport and Team 2 the
WORST way of transport. Each
team will have to come up with
5 arguments regarding their own
opinions.

Ss will be given 5 to 7 min to

write down those 5 arguments
on their notebooks. The next
minutes they will speak out
what they have written. They
have to choose if they want a
leader of the team to answer or
5 different Ss.

T writes on the blackboard the

title.

15

Activity 2
(Crossword
puzzle)
Enrich
vocabulary

After the task is finished, T gives

for each of the Ss a diploma for
encouragement and gratefulness
for the accomplished activity.
(Annex 2)
T asks the Ss to create pairs of
two. T gives the Ss worksheets
with a crossword puzzle about
means of transport.
(Annex 3)
After the groups are almost
finished, T gives them a sheet
with the answer key for the
crossword and explanations.
(Annex 4)

Ss enjoy their recompense for

their work, interaction and
implication.

Ss have 5 to solve the given

crossword.

Ss check themselves if they

did correctly the puzzle and if
there are any
misunderstandings, they ask
the T.

T-Ss
Ss-T

To enrich
vocabulary
regarding the
means of
transport;

Activity 3
(Lacunar
sentences)
Practicing
grammar

Activity 4
(Adjectives
and Adverbs
worksheet)
Practicing
grammar

Homework
assignment

T gives each student a piece of

worksheet with 5 sentences that
contain adjectives and adverbs
that need to be put at the correct
form.
(Annex 5)

Ss resolve the task with the T

in a short time.

T explain the Ss what the words

in brackets are and makes a
connection with the following
exercises the include adjectives
and adverbs.

Ss remember the adjectives

and adverbs characteristics.

T asks the Ss to create pairs of

two. They receive a worksheet
that contain information and
practice items about adjectives
and adverbs.
(Annex 6)

Ss read carefully the

worksheet and listen the T.

T explains them what is the

information on the sheets about
and tells them to fill in the gaps
from page two.

Ss remember the
acknowledged information and
start resolving the gaps on
page two regarding the
comparison grades of
adjectives and adverbs.
Ss receive the worksheets.

T gives each student one

worksheet containing an
exercise with adjectives and
adverbs.
(Annex 7)

T-Ss
Ss-T

Knowledge
consolidation;

T-Ss
Ss-T

Remembering
the degrees of
comparison
for adjectives
and adverbs.

T-Ss

Dismiss class

T thanks the Ss for their

Ss choose from several

attention and collaboration and

envelopes only one.

gives them a final reward and

souvenir a bookmark.
(Annex 8)

T-Ss
Ss-T

Annex 1

Annex 2

Annex 3

Annex 4

Annex 5

Complete the following sentences with the correct form of the word in brackets:
1. Do you think is __________________ (good) to travel by car or by plane?
2. In the middle of the day is always the _____________________ (bad) traffic.
3. A jet is flying______________ (fast) than a plane.
4. Janes jeep is ______________ (big) than mine.
5. My pickup truck is _____________ (black) than his.

10

Annex 6
Teacher: Gavril Loreta
10th of June
8th grade

Comparison of Adverbs and Adjectives

Adverbs are used to modify verbs. They tell
Adjectives are describing words. Large, grey
us when, where, how, in what manner, or to
and friendly are all examples of adjectives.
what extent an action is performed.
Adjectives are added to nouns to state what kind,
Example: He ran quickly.
what color, which one or how many.
Adverbs are also used to modify adjectives
Adjectives are said to modify nouns and are
and other adverbs.
necessary to make the meanings of sentences
Adverbs that end in `ly` always use `more` or
clearer or more exact.
`most`, such as more quickly or the most
quickly.
Example: She can run extremely quickly.
Positive
Comparative
Superlative
( It is used when no ( The Comparative
( The Superlative
comparison is
Degree is used to
Degree denotes the
Regular forms for one
made.)
compare
the
qualities
existence
of the highest
or two syllable words
of two persons or
degree of the quality. It is
( big, strong, long etc.)
things.)
used
(friendly) when more than two
(quickly)
things are compared.)
No change:
Words end in ER:
Words end in EST:
Big
Bigger
Biggest
Strong
Stronger
Strongest
Long
Longer
Longest

Regular forms for three

or more syllable words
(understandable,
comfortable)

No change:
Understandable
Comfortable

Use MORE:
More understandable
11 More comfortable

Use MOST:
Most understandable
Most comfortable

List of Degrees of Comparison

1. By adding `-er` and `-est`

Example: bright brighter brightest / black blacker blackest
bold - bolder -
clever cleverest
cold colder .
fast . fastest

2. By adding `-r` and `-st`

Example: brave braver bravest / fine finer finest
large larger .
nice nicest
noble nobler
pale . - palest

12

3. By deleting the final `-y` and adding `-ier` and `-iest`

Example: costly costlier costliest
dry - driest
easy easier
happy - happiest

4. By doubling the final consonants

Example: big bigger biggest / dim dimmer dimmest
fat .. fattest
hot hotter
thin thinnest

5. By using MORE and MOST

Example: active more active most active
attractive . most attractive
beautiful more beautiful -
difficult - . most difficult
popular more popular - .

6. Irregular comparisons
Example: bad worse worst
good best
far farther
little . least
much more
near . - nearest
Annex 7

13

Annex 8

14

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