Și-n casă arde focul,

Iar noi pe lângă mama stând,

De mult uitarăm jocul.

În casă patul e făcut

Dar cine să se culce?

Când mama spune de Iisus

Cu glasul ei cel dulce.

Cum s-a născut Isus în fân

În ieslea cea săracă

Iar boii peste el suflau

Căldură ca să-i facă.

Și-au mai venit la el acolo,

Păstorii de la stână

Și îngerii cântau în cor,

Cu flori de crin în mână.

 1. W A S H I N G M A C H I N E 

2.  T O A S T E R

3. J U I C E E X T R A C T O R

4. D I S H W A S H E R

5. M I X E R

6. C O F F E E  M A C H I N E

7. C O O K E R

8. V A C U U M C L E A N E R 

Solution (AB) : The objects we use for doing the cleaning and for making food and drinks are called: ………………………items. 1. A ………………………….is for doing the washing. 2. A ………………………… is for making toast. 3. A ……………………………is for making juice. 4. A …………………………..is for doing the washing up. 5. A……………………….is for making a drink. 6. A…………………………….is for making coffee. 7. A……………………………is for making a cake. 8. A…………………………….is for doing the vacuum cleaning.

Date Season Activities Symbols Colours

A. Do you work…..?
1. inside □ outside □
2. in an office □ at home □
3. during the day □ in the evenings □ at night □ at the weekend □
B. Do you need to be…?
imaginative □ ambitious □ attractive □ young □
physically fit □ sociable □ intelligent □ hard-working □
C. Do you…?
travel □ need to drive □ wear an uniform □ work with your hands □
use a tool □ use a machine □ make/build something □ need to type □
D. Do you have to…?
talk a lot □ work with people □ have special qualifications □
speak a foreign language □ give instructions to people □

Date Season Activities Symbols Colours

1. How much do you like learning vocabulary with videos (films, trailers, etc)?
Not so much 1 2 3 4 5 Very much

2. How much do you like learning vocabulary with music (songs, clips, etc)?
Not so much 1 2 3 4 5 Very much

3. How much do you like learning vocabulary with drama (role-play, dialogues, etc)?
Not so much 1 2 3 4 5 Very much

4. How much do you like learning vocabulary by drawing (posters, images, etc)?
Not so much 1 2 3 4 5 Very much

5. How much do you like learning vocabulary through games (puzzles, etc)?
Not so much 1 2 3 4 5 Very much

1. Did you enjoy the video-watching activity with film trailers?
Not so much 1 2 3 4 5 Very much

2. How many film types did you guess by watching the trailers?
None 1 2 3 4 5 All types

3. How many film types did you guess from the beginning of the trailer?
None 1 2 3 4 5 All types

4. How much did the images in the videos influence your option?
Not so much 1 2 3 4 5 Very much

5. How much did the sound/music in the videos influence your option?
Not so much 1 2 3 4 5 Very much

6. How much did the characters in the videos influence your option?
Not so much 1 2 3 4 5 Very much

7. Do you prefer the traditional activities related to film types (with pictures, posters,
etc)?
Not so much 1 2 3 4 5 Very much

Lesson aims:

By the end of the lesson, the students will be able to:

• Identify types of relationships in pictures.
• Match adjectives describing peoples’ personality with their definitions and opposites.
• Express likes and dislikes related to their friends’ qualities and flaws.
STAGES

Activity 1: Organising the class ( 5 min.)
Teacher’s activity: enters the classroom, greets and asks if there are any absents. Then she checks the homework and corrects the mistakes if any.
Students’ activity: they greet, answer to questions, check their homework and correct it, if necessary.
Class management: whole-class activity
Skills: speaking, reading, writing.

Activity 2: Warm up –Types of relationships (5 min.)
Teacher’s activity: elicits the students to look at some pictures and to say what types of relationships they depict, then asks them to enumerate others and write them on the board. She listens to the students’ answers and corrects the mistakes, if any.
Students’ activity: solve the task, report to the class and they correct the mistakes, if any.
Class management: whole-class activity
Skills: speaking, writing

Activity 3: Matching adjectives with definitions (10 min.)
Teacher’s activity: gives the students a list of adjectives describing personality and asks them to match them with their definitions, in pairs. She listens to the answers and corrects the mistakes, if any.
Students’ activity: listen to the teacher’s indications, solve the task, report to the class and correct the mistakes, if any.
Class management: pair-work activity
Skills: reading, writing, speaking

Activity 4: Multiple choice – opposites (10 min.)
Teacher’s activity: elicits the students to choose the correct opposites of the adjectives from the previous activity. She listens to the answers and corrects the mistakes, if any.
Students’ activity: solve the tasks and report to the class. Correct the mistakes, if any.
Class management: individual activity
Skills: writing, reading, speaking
Activity 5: Expressing likes and dislikes ( 5 min.)
Teacher’s activity: elicits the students to orally express their likes and dislikes about their friends’ moral qualities and flaws, using the adjectives from the previous activities and giving them an example: I like my friends to be optimistic, but I don’t like them to be dishonest. She listens to the answers and corrects the mistakes, if any.
Students’ activity: solve the tasks and report to the class. Correct the mistakes, if any.
Class management: whole-class activity
Skills: speaking

Feed-back: Fill in the correct adjective (10 min.)
Teacher’s activity: divides the students in groups of 4 and elicits them to read 7 sentences about some people’s moral qualities and to fill in the correct adjective. She listens to the students’ answers and corrects the mistakes, if any.
Students’ activity: solve the task, report to the class and correct the possible mistakes.
Class management: group work
Skills: reading, speaking, writing

Assigning homework: ( 5 min.)
Teacher’s activity: elicits the students to write 3 sentences about their best friend’s qualities, using the adjectives from the lesson and their definition, following the example: My best friend is funny. She makes good jokes.
Students’ activity: listen to the teacher’s example and copy it in their notebooks.
Class management: individual activity
Skills: writing, listening

Teacher: Alexandra Bercea
School: Lic. Tehn. “Anghel Saligny”, Turţ
Date:
Grade: 8th
Lesson title: What do you do for a living?
Textbook: Reward Intermediate, McMillan
Timing: 50 minutes
Lesson type: introducing new information – qualities people must have for different jobs; consolidation – jobs related vocabulary + speaking skills
Skills: listening, speaking, reading, writing
Aids: textbook, worksheets, pictures, audio file, questionnaire

Lesson aims:

By the end of the lesson, the students will be able to:

• Identify qualities needed for different jobs and express them in sentences.
• Make dialogues (ask each other and answer to questions) on ideal jobs and related qualities, work environment, tools, equipment, etc.
• Identify name of jobs, according to their description.
STAGES:

Activity 1: Organising the class (3 min.)
Teacher’s activity: she enters the classroom, greets and asks if there are any absents. Then she checks the homework and corrects the mistakes, if there are any.
Students’ activity: they greet, answer to questions, check their homework and correct it, if necessary.
Class management: whole-class activity
Skills: speaking, reading, writing.

Activity 2: Warm up (7 min.)
Teacher’s activity: she gives the students some worksheets and explains them that they are going to listen to a man describing 10 people’s jobs and that they have to circle the correct job. Then she checks the student’s answers, giving explanations, where necessary.
Students’ activity: they listen carefully to the jobs descriptions and circle the answer they consider appropriate. Then they check their answers, by listening again.
Class management: individual activity
Skills: listening, reading

Activity 3: Speaking about people’s qualities in different jobs (10 min.)
Teacher’s activity: gives the students a number of jobs and of qualities and she asks them to think what qualities people need to have, in order to be good in their job, by giving them some examples( You need to be imaginative to be a designer; You need to be fit to be a soldier; etc).
She also gives the students synonyms for any words they do not know: e.q. flamboyant = extravagant; reliable=honest; fashionable=in style; fit=capable; sensitive=emotional; sensible=attentive; etc)
Students’ activity: they look at the jobs and at the adjectives and following the teacher’s example, express their opinion orally. They also ask questions related to any unknown words.
Class management: individual work
Skills: speaking, reading

Activity 4: Ideal job questionnaire (15 min.)
Teacher’s activity: she gives the students a questionnaire about their ideal job and explains to them that they have to work in pairs and in turns to ask their partner and tick his/her answer, in no more than 5 minutes. She also explains that the person who answers has to give long answers and she gives example: 1. In your ideal job, do you work inside or outside? – In my ideal job I work inside.
2. In your ideal job, do you have to be intelligent, physically fit, ambitious, etc? – In my ideal job I have to be ambitious and intelligent.
She then listens to some pairs and corrects them, if necessary.
Students’ activity: they apply the questionnaire, in turns, with their partners and tick their partner’s answers. Then, they switch questionnaires and orally ask and answer questions, in front of the class.
Class management: pair-work activity
Skills: speaking, reading

Feed-back: Guess the job, according to its description. ( 12 min.)
Teacher’s activity: she explains the students that they are going to describe their ideal job to their classmates, giving as many details as possible (jobs and adjectives from the first activity, details from the questionnaire, or other important details), in order for them to guess the job. She gives an example:
In my ideal job I need to be smart and sensitive, I work in a classroom, I use a pen and I speak a foreign language? Are you a teacher? Yes I am./No I’m not.
Students’ activity: some students follow the example and describe their ideal job and the classmates try to guess their job.
Class management: whole-class activity.
Skills: speaking

Assigning homework: (3 min.)
The teacher elicits the students to write the description of their ideal job, following the example from the feed-back activity.