Spark 4.10

Date DAILY LESSON PLAN
Field Subject Level Estimated time

Grade
Languages and communication English IV 90 minutes
9th
Topics
Learning situations
1. 2.e.The world loves dragons
Bizarre coincidences/In an nightmare
2. 2. 2.f.Literarures
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student talks about imaginary creatures
2. The student participates in class discussions
 Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student: Conquer,attack,poisonous,invade,will,
 reads fluently with the proper intonation pride,coat of arms,recongnisable
 identifies specific information from the text emblem.
 Describes a dream
 Talks about dragons
 Writes about a mysterious creature in your country
 Writes about a coincidence
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, , pictures, notebooks, etc.
Natural sciences/ ICT
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning Communicative language teaching/ Circle of writers/ Pair
work
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write imaginary creatures on the board.
Students brainstorm for ideas. Students may use the ideas as prompts to initiate a brief discussion or simply share facts
and stories related to the topic.
imaginary creatures
PRESENTATION
 Pre- reading activity
I draw students’ attention to the title and the picture. I give students time to skim the first and the last paragraph for gist,
and then allow them to make predictions on the content of the text.
 While- reading activity
I instruct students on how to proceed with the activity. Collaboration and reciprocal teaching is the key to the success of
this activity. While reading students work on new words. They learn the meaning of words based on the context, or they
may even look up their definition/ translation in the WORD LIST. I monitor the activity and assist students, if needed.
KWL
I Know I Want to know I Learnt
I instruct students on how to I instruct students on how to I invite students to think about
proceed with the activity. proceed with the activity. the question in exercise 2.
They will work in pairs. After explaining the task, I
They will have to guess and Collaboration and reciprocal allow students time to write a
say what they know about the teaching is the key to the few sentences. Various
topic given success of this activity. While students read their sentences
-What they know reading students work on new out to the class.
-how are these creatures like words. They learn the I explain any new words/
-why are they strange meaning of words based on phrases or concepts.
the context, or they may even Sum up of the text using the key
look up their definition/ words
translation in the WORD
LIST. I monitor the activity
and assist students, if needed.
Building questions about the
text
 Post- reading activity

I invite students to think about the question in exercise 7.8. After explaining the task, I allow students time to write a few
sentences. Various students read their sentences out to the class.
I explain any new words/ phrases or concepts.
PRACTICE
After the 5 min break between the classes, I refer students to the list of new words on unit 2.f. I elicit their meaning
through definitions. I explain the task student will complete (Exercises1.2). I allow them some time to do the exercises. I
check students’ answers around the class.
Then, I explain the other task. I play the recording. Students listen and choose the correct answers. Students report the
right answers to the class.
PRODUCTION
Speaking activity → Students take turns reading with stops and minding intonation.
Pair-work They will be asked to ask their partner a question for each pharagraph
Describing a scene (Circle of writers) → Students imagine they were the first human to make contact with the lost
world. I set the scene for the following written task. I write the headings on the board:
- where you were
- what you were doing
- what happened
- how you felt
Students get in pairs or in groups of three. I set the time for the activity. I monitor the activity around the class making
sure students know how to carry out the task. Firstly, each member of the group writes on his/ her own. Then, they
exchange papers and read what their partner wrote and discuss about it. Finally, each group produces a single piece of
writing for the topic. Paragraphs are read to the class.
Evaluation
Formative evaluation ( I provide feedback and assess students based on their performance throughout the lesson)
Assignment
Workbook – unit.2f

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Date DAILY LESSON PLAN

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 Post- reading activity

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