LESSON PLAN 2

Date: the 25st of October 2019

Time: 50’
Class: 11th D
Teacher: Ileana- Cornelia Oancea
Textbook: FCE Gold Plus, Longman
Unit: 3. Fact of fiction?
Lesson: “What do you read?”
Lesson type: acquisition of knowledge and skills practice
Contents:
Grammar: Like, as, as if, as though
Listening: What do you read?
Functions: expressing satisfaction/ dissatisfaction towards an opinion, expressing agreement/ disagreement
Competences:
1.2 Identificarea, în mesaje orale și/ sau scrise, de informații punctuale relevante pentru a rezolva o sarcină de lucru
2.2 Prezentarea orală/ relatarea în scris a unui fapt divers/ film/ întâmplări/ eveniment socio- cultural sau profesional, subliniind elementele
semnificative
3.1 Oferirea de răspunsuri concrete și de ordin personal la un chestionar/ sondaj sau în cadrul unui interviu.
3.2 Exprimarea, oral și/ sau în scris a unor sentimente și reacții (surpiză, bucurie, neplăcere, interes, indiferență, regret, uimire) în cadrul
unor interacțiuni orale și/ sau scrise referitoare la evenimente/ situații/ experiențe trăite sau aflate
3.3 Participarea la conversații folosind un limbaj adecvat la context și respectând convențiile folosite în conversațiile și normele sociale și
culturale
3.4 Solicitarea în mod adecvat a opiniilor interlocutorului și comentarea succintă a părerilor exprimate de parteneri în cadrul unei
conversații/ discuții în grup pe teme de interes
Skills: reading, listening,
Lesson aims:
to provide opportunities to practise the new grammar concepts
to provide an opportunity to practise listening for specific information
to provide an opportunity to practise giving an opinion and supporting it with arguments
to provide opportunities for speaking practice
to help students understand the way we use “LIKE, AS, AS IF, AS THOUGH”
Lesson objectives:
By the end of the lesson the students will be able to:
identify the uses of LIKE, AS, AS IF, AS THOUGH
use the words LIKE, AS, AS IF, AS THOUGH in context
listen for specific information
give their opinion and support it with arguments
Strategy:
a) Methods and techniques
Explanation, elicitation, dialogue, exercise, inductive teaching, debate.
b) Types of interaction: individual work, pair work, group work
c) Teaching aids/ resources: coursebook, whiteboard, notebooks, video projector, computer, audio CD
d) Forms of evaluation: students’ answers
Classroom management:
a) Level: upper- intermediate
b) Expectations:
I hope that by the end of this class the students will be more confident in using their reading and listening skills as well as the grammar in
the lesson.
c) Anticipated problems
Some students may be shy and may not want to join in class discussion
Some students may do the exercises faster than the rest of the class
d) Solutions
Group or pair work before whole class discussions
Fast finishers can help other students do the exercises
Evaluation: Students’ answers
Bibliography:
Jim Scrivener - “Learning teaching”, Macmillan, 2011
J. Newbrook, J. Wilson, R. Acklam - “FCE Gold Plus”, Longman, 2009
Stage Type of learning activity Type of Materials Timing Evaluation Observations
interaction
Warm up T enters the classroom, greets the T-S - 2’ Students’
students and checks attendance. T. asks S-S answers
students to make some sentences with
the following words: glimpse, gaze,
stare, disoriented, scattered.
Checking T asks students to read her their T-S Notebooks 2’ Students’
homework homework. T asks students if they can S-S answers
identify and correct their classmates’
mistakes. T corrects the mistakes if no
student can do it.
Lead in T tells students give her a sentence in T-S Notebooks 3’ Students’
which they use each of the following Whiteboard answers
words: LIKE, AS, AS IF, AS THOUGH Marker

Announcing the T writes the title of the lesson on the T-S Notebooks 2' -
lesson title and board and projects the lesson Whiteboard
objectives objectives. Marker
Computer
Video
projector
Approaching T asks students to read some sentences S-S Notebooks 4’ Students’
new contents and find the corresponding use for each T-S Whiteboard answers
Presentation sentence. Marker

Practice T asks students to do some grammar S- S Notebooks 8’ Students’

exercises in the coursebook. (exercise 1 T-S Coursebook answers
and 2 page 33 in the coursebook)
Production T asks students to work in groups of 4, Ss-Ss Notebooks 5’ Students’
and write a short paragraph (8 lines) in T-S answers
which they use the words: like/ as/ as if/
as though.

Pre listening T asks students some questions about T-S Coursebook 1’ Students’
their reading preferences. answers

S-S Coursebook 4’ Students’

While listening T asks students to choose one statement T-S Notebooks answers
that matches what each speaker says.

T-S Coursebook 3’ Students’

Post listening T asks students which speaker’s view Ss-Ss answers
they agree with and why.

Follow up T asks students to look at some pictures T-S Coursebook 2’ Students’

related to reading and answer two answers
questions.

T asks students to listen to two students T-S Coursebook 3’ Students’

discussing two of the pictures. T asks Audio CD answers
students to identify the two pictures and Computer
say how the students answer one of the
questions in the previous exercise.
 T asks the students to listen again, tick T-S Coursebook 4’ Students’
the phrases the students use to interact Audio CD answers
with each other and then say the Computer
sentences with the same intonation.

T asks students to work in groups and Ss-Ss Coursebook 2’ Students’

talk about how useful or important answers
reading is in each of the situations in the
pictures and then decide which type of
reading is most important for them.
Feed back T asks students if they liked the lesson T-S - 2’ Students’
and asks them to give her suggestions answers
for future lessons.
Assessment T points out the strong points and the T-S - 2’ -
difficulties students have encountered
and gives suggestion for further practice
where necessary.

Assigning T writes the homework on the board and T-S Whiteboard 1’ -

homework tells students what they have to do in Marker
order to do each exercise. (exercise 3, Notebooks
page 33).