1. Svetlana Lungu
Topic: Generation Gap. Problems and Solutions
Presenter: Svetlana Lungu, “Mihai Eminescu” Lyceum
Class (brief description of course and students): This lesson is designed for the English course, upper-
intermediate high-school students, 17-18 years old, XIth grade.
English level of the lesson: upper-intermediate
Overall duration of the lesson: 90 minutes
Brief description of the lesson: The lesson is focused on developing speaking skills. Students are
engaged in a couple of speaking activities that will help them develop their speaking skills. During the
lesson students express their points of view, explain, brainstorm, solve some problem situations all based
on the topic of the lesson. They will also be involved in some listening activities. The main focus during
the lesson is on developing students’ speaking skills and creativity.
Materials and handouts needed: Video files with the videos, audio file with the song, lyrics of the
song, laptop, Power Point Presentation.
Equipment and technology needed: laptop, loudspeakers, projector.
Classroom layout and grouping of students : The students are devided in groups of four, they are
sitting at a round table such a way that they could see each other while talking and working.
Warm-up
Teacher action Students (anticipated response) Materials/
equipment
Tim
e
Warming-up activity: “Expressing yourself”
Students have to complete the following
statements about themselves:
 I think about …
 I am interested in …
 I am sad when …
 I am afraid of …
 I dream about …
Now, as I already know the way you are and
you feel it will be easier for me to work with
you today.
Students continue the statements
on the spot telling everyone the
way they feel and sharing info
about themselves.
Power Point
Presentation
containing
the
statemnts
Video watching: Generation Gap
I propose students a video for watching.
They watch it and they try to guess th topic
of the lesson.
Then the teacher announces the topic of the
lesson.
Students make different
predictions associated with the
video they have watched.
Video
http://www.
youtube.co
m/watch?v=
mAj9eQw9
Fvo

2. Svetlana Lungu
Body
Teacher action Students (anticipated response) Materials/
equipment
Tim
e
Discussion questions:
- Who are teenagers?
- Are they the same all around the
world?
- Is being a teenager easy or difficult?
- What is it like to be a teenager in
your country?
Students answer the given
questions making a discussion
about teenagers and sharing their
various opinions.
A set of
questions
Teenager Opinions:
Students discuss in groups on the following:
1st
group
 Adults don’t like teenagers.
 Teenagers are not kids. They are
adults.
2nd
group:
 Teenagers don’t have enough respect
for adults.
 Teenagers belong to a completely
different culture.
3rd
group:
 Being a teenager is the best and
worst of times.
 Adults should give teenagers more
respect.
4th
group:
 Teenagers are dangerous.
 Old people can learn a lot from
teenagers.
Students discuss the statements in
groups and they decide upon the
opinions and arguments that
could be shared to their
classmates. They can agree and
disagree with the statements.
Cards
containing
the
statements.
Teenage Stages:
Students think of the period of their life
called teen age or adolescence. They discuss
about different things that happen to
teenagers during each teenage year. What do
they like? What do they think about?
13-19 years
Students work in groups and they
discuss about each year from
adolescence and they characterize
them.
Paper, pens
Vide watching:
Students watch the video and while watching
they have to pick up from it different points
of view of teens and adults on various
things.
Students watch the video, discuss
in groups the different points of
view of adults and teenagers and
then share to their classmates.
Video
http://www.
youtube.co
m/watch?v=
4GPaawNy
mp8

3. Svetlana Lungu
Students are given some words and they
have to say which of the following things
they would like to change about themselves,
being teenagers.
 Hairstyle
 Sleeping patterns
 Manners
 Habits
 Musical tastes
 Friends
 Fashion style
 Others
Students express their points of
view on the given task bringing
supporting arguments for every
idea.
Paper, pens,
worksheets
with the
activity as a
handout
Acrostic: It is a poem or series of lines in
which certain letters, usually the first in each
line, form a name, motto, or message when
read in sequence.
Students try to make an acrostic working in
groups. After they finish the teacher shows
an example made by her own.
Students make up an acrostic and
then they read it justifying every
line they have written.
Paper,
Worksheets,
pens, Power
Point
Presentation
with the
acrostic, a
picture with
students’
acrostic
Students discuss about advantages and
disadvantages of being a teenager.
They share some advantages and
disadvantages of being a
teenager.
Paper, pens
Is it difficult to be a teenager? Why?
Students together with the teacher discuss
about the problems teenagers meet.
Where? What?
Teens’ Problems
Who? How?
Why?
1. What do the students worry about?
Students answer the teachers’
questions to speak about teens’
problems.
 Personal problems
 School problems
 Discrimination
 Violence
 Aggressiveness
 Alcohol
 Drug addiction
Power Point
Presen-
tation
Poem: students are given a poem to read in
which they will discover some of the teens’
problems.
Students read the poem and hold
a discussion about teens’
problems.
A handout
with the
poem
2. Where do teens meet problems?
3. Why do teens have problems?
Students answer the question:
 In the family
 At school
 In the street
 In the bus

4. Svetlana Lungu
4. Who can help teens?
5. How to solve teens’ problems?
Teens are helped by:
 Themselves
 Parents
 Teachers
 Specialists
 Government
Video watching: Real Life Teens Daily
Challenges.
Students watch the video and they have to
pick up from it
- problems teens have to face
- ways to overcome them
- consequences that can be noticed on
teens.
Students write down the problems
from the video and think of some
ways to overcome them.
Video
http://www.
youtube.co
m/watch?v=
ywkYd3HK
QEM
Teenage ANGST: students imagine they are
counselors with the organization TARP
(Teenagers are real people). They have to
make brief notes about the advice and
guidelines they would give to teenagers with
the problems they have on the desks. They
are given also some situations that they have
to solve.
1st
group:
 I can’t find a boy/girlfriend.
 My parents order me to study non-
stop.
2nd
group:
 My teacher teases me all the time.
 My body is much less developed than
other classmates.
3rd
group:
 I don’t want to go outside because I
have so much acne.
 My friends keep asking me to smoke
marijuana.
4th
group:
 I hate myself.
 I don’t want to go to the party
because I don’t have any new cloth.
Students try to give some advice
to the teens being in the situations
described on the cards.
Cards with
real life
situations
Listening to the song: Teenage Life
Students listen to the song and they are
asked to speak about the message of the
song.
They also have to think of some advice to
give to teachers and parents towards
teenagers.
Students listen to the song and
express the message of it.
Song:
http://www.
youtube.co
m/watch?v=
t1WXL67X
2IA

5. Svetlana Lungu
Review
Teacher action Students (anticipated response) Materials/
equipment
Tim
e
Continue:
Being young is – wonderful … because ….
- terrible …. because …
- difficult …. because ….
Students express their opinions
drawing a conclusion for the
lesson at the same time and
summarizing the entire idea of the
lesson.
Assessment: Students’ speaking activity during the lesson will be assessed according to a rubric
created by the teacher. It can be found in the handouts.
Teenage Problems
Why is nothing ever easy?
Why are some boys so very sleazy ?
Why can’t I have that brand new dress?
Why am I under so much stress?
Why don’t my parents ever believe me?
Why can’t they ever see…
Why do I feel so often unhappy?
Why do they always wish I was still in a nappy ?
Why does my face feel like a block of lard ?
Why are all these years really hard?
There’s a reason for all these problems and tears.
I’m going through my TEENAGE YEARS!
A frustrated teenager,
Scarborough
Growing up, doesn’t it just suck ?
It seems to be full of constant bad luck.
Zits , bad hair days and
putting on weight,
So many reasons for your self-hate.
But hey, you’re alive, you’re unique,
you’re so cool,
Why do you always feel such a fool?
Be true to yourself, forget all your faults,
And you’ll soon be thinking much happier thoughts.
Live life to the max and paint your town red,
Who cares what people think and what they’ve said?
Don’t let them win and make you feel bad,
‘Cause people like that are really quite sad.
So, enjoy your teens and have some fun,
Your life has only just begun!
Lauren, Romford

6. Svetlana Lungu
Rubric to assess students' speaking activity
Teacher Name: Mrs. Lungu
Student Name: ________________________________________
CATEGORY 4 3 2 1
Speaks Clearly Speaks clearly
and distinctly all
(100-95%) the
time, and
mispronounces
no words.
Speaks clearly
and distinctly all
(100-95%) the
time, but
mispronounces
one word.
Speaks clearly
and distinctly
most ( 94-85%)
of the time.
Mispronounces
no more than one
word.
Often mumbles
or can not be
understood OR
mispronounces
more than one
word.
Content Shows a full
understanding of
the topic.
Shows a good
understanding of
the topic.
Shows a good
understanding of
parts of the topic.
Does not seem to
understand the
topic very well.
Comprehension Student is able to
accurately answer
almost all
questions posed
by classmates
about the topic.
Student is able to
accurately answer
most questions
posed by
classmates about
the topic.
Student is able to
accurately answer
a few questions
posed by
classmates about
the topic.
Student is unable
to accurately
answer questions
posed by
classmates about
the topic.
Enthusiasm Facial
expressions and
body language
generate a strong
interest and
enthusiasm about
the topic in
others.
Facial
expressions and
body language
sometimes
generate a strong
interest and
enthusiasm about
the topic in
others.
Facial
expressions and
body language
are used to try to
generate
enthusiasm, but
seem somewhat
faked.
Very little use of
facial expressions
or body language.
Did not generate
much interest in
topic being
presented.
Collaboration
with Peers
Almost always
listens to, shares
with, and
supports the
efforts of others
in the group.
Tries to keep
people working
well together.
Usually listens to,
shares with, and
supports the
efforts of others
in the group.
Does not cause
"waves" in the
group.
Often listens to,
shares with, and
supports the
efforts of others
in the group but
sometimes is not
a good team
member.
Rarely listens to,
shares with, and
supports the
efforts of others
in the group.
Often is not a
good team
member.
Listens to Other
Presentations
Listens intently.
Does not make
distracting noises
or movements.
Listens intently
but has one
distracting noise
or movement.
Sometimes does
not appear to be
listening but is
not distracting.
Sometimes does
not appear to be
listening and has
distracting noises
or movements.