Classroom

Step Activity Objective Equipment Time

organization
1. 6’
Teacher (T) greets students (Ss) Warm-up task, Frontal work A poster with pictures
and asks them not to sit down get to know each and words on it that
but look at the poster on the other, are related to the
board. developing speaking teacher’s life
skills
T: Look at the pictures and (blu-tack)
words in the poster and try to
make guesses why are those
things there (how are they
related to the teacher’s life?).

Every student has to make

guesses and tell a statement in
connection with the things in the
poster.
 T: In small groups everybody Group work Small piece of
has to write a sentence about (2–3 students/group) papers, pens
themselves, which are very
typical to them (not outer
characteristics); something that
is important to mention and
share.
2. 9’
T collects the papers with the
sentences and she has to make
guesses who wrote the given
sentences (e.g. asks someone:
”Have you been to Paris?”).
After asking 2–3 students she
asks ”Who is the one...?” and
then the T gives back the papers.

T asks students about their Pre-reading and Frontal work

school magazine (e.g.: ”Has your speaking activity
school got a school magazine? If
so, has any of you ever written
anything for it? If so, what did
3. you write? 2’
-
[otherwise] Where do you get
the information from?
Has any of you written to a
magazine/newspaper? If so, what
did you write?”)
 T: Read through the headings, Developing reading Individual work book (p. 118, ex. 1.)
then read the letter quietly. Try to skills – gist reading
4. 5’
match the headings with the
paragraphs.

T: Try to understand the Post-reading tasks, Pair work book (p. 118, letter)
difference between ’although’ developing thinking,
and ’however’. Discuss it with acquiring new
your partner (then, the T checks grammar
5. 10’
the solution of the students). Frontal work

T: Now work alone and fill in Individual work

the gaps (in the letter).

T: Now write down the new Put new grammatical Frontal and board, marker
6. grammatical elements in your elements down individual work exercise books, pens 5’
exercise books

The group practices the new Practice new Frontal work language powerbook
7. grammar: working in the grammar (p. 83, ex. 1.) 6’
language powerbook

T tells the students what their Homework Individual work papers with the tasks
8. homework will be for next Practice grammar (’however’ vs. 1’
section ’although’)
 T gives feedback of the students’ Evaluation
9. 1’
work during the lesson – giving - -
pluses