LESSON PLAN 3

Date: the 25st of October 2019

Time: 50’
Class: 11th D
Teacher: Ileana- Cornelia Oancea
Coursebook: FCE Gold Plus, Longman
Unit: 3. Fact of fiction?
Lesson: “Coincidence or fate?”
Lesson type: acquisition of knowledge and skills practice
Contents:
Grammar: adverbs
Listening: Coincidences
Competences:
1.1 Identificare ideilor principale în mesaje orale și/ sau scrise, referitoare la subiecte despre viața cotidiană și despre domeniul de
specializare
1.2 Identificarea, în mesaje orale și/ sau scrise, de informații punctuale relevante pentru a rezolva o sarcină de lucru
3.1 Oferirea de răspunsuri concrete și de ordin personal la un chestionar/ sondaj sau în cadrul unui interviu.
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
Lesson objectives:
By the end of the lesson the lesson the students will be able to:
use adverbs confidently
give their opinion and support it with arguments
listen for specific information
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 the lesson the students will be better able to listen for specific information and to use adverbs.
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. S-S answers
asks students to correct the following
sentences: “My cousin started like a
secretary, and now she’s the manager.
You should do like your parents say.
You look just as your brother.”
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 the word “quick” and a Whiteboard answers
sentence in which they use the word Marker
“quickly”.

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
Video
projector
Computer
Approaching
new contents T asks students to read some T-S Notebooks
Presentation sentences and answer some questions Whiteboard 10’ Students’
related to the formation of adverbs Marker answers
from adjectives, their types and uses, Video
their place in the sentence as well as projector
 the formation of the comparative Computer
form.

T asks students to do some grammar S- S Notebooks

Practice exercises in the coursebook, as well as T-S Coursebook 15’ Students’
some on a worksheet. (exercise 1 and Worksheets answers
2 page 35 in the coursebook)

T asks students to work in groups of 4, Ss-Ss Notebooks

Production and write a short paragraph (8 lines) in T-S 6’ Students’
which they use at least 5 adverbs. If answers
the exercise is too difficult, the teacher
gives the students the following
adverbs: quickly, beautifully, daily, in
a friendly way, usually

T asks students to read some questions T-S Coursebook 1’ Students’

Pre listening and to match them to one of the 3 answers
pictures.

While listening T asks students to choose the correct S-S Coursebook 2’ Students’
answer from three possible options. T-S Computer answers
Audio CD

Post listening T asks students to answer some T-S Coursebook 1’ Students’

questions which are related to the way answers
in which the exercise has been done.

Follow up T asks students to answer some T-S Coursebook 1’ Students’

 questions related to the theme of the answers
listening exercise.

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 T-S Whiteboard 1’ -

homework and tells students what they have to do Marker
in order to do each exercise. (exercise Notebooks
2, page 36 (optional homework) and
exercise 3 page 35 (compulsory
homework).