LESSON PLAN 7

Date: the 4th of November 2019

Time: 50’
Class: 11th D
Teacher: Ileana- Cornelia Oancea
Textbook: FCE Gold Plus, Longman
Unit: 4. Food for thought?
Lesson: “Eating healthy”
Lesson type: acquisition of knowledge and skills practice
Contents:
Vocabulary: food, lifestyle, prepositions
Listening: Jamie Oliver
Competences:
1.2 Identificarea, în mesaje orale și/ sau scrise, de informații punctuale relevante pentru a rezolva o sarcină de lucru
2.3 Completarea de documente (formular, chestionar etc.) de uz curent și specifice domeniului de specializare
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
4.3 Luarea de notițe dintr-o discuție de grup/ lectură pe o temă de interes, în vederea realizării unui raport/ unei informări
Skills: reading, listening,
Lesson aims:
to give students practice in listening for gist and for specific information
to help students practise speaking about their favourite food
Lesson objectives:
By the end of the lesson students will be able to:
talk about their favourite food
listen for gist
listen for specific information
Strategy:
a) Methods and techniques
Explanation, elicitation, dialogue, exercise, 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 students will be better able to talk about their favourite food.
c) Anticipated problems
Some students may not be used to British English.
Some students may be fast finishers
d) Solutions
Fast finishers may help their classmates do the exercises or do some exercises on a worksheet
The audio recording could be played more than 2 times.
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 Timin Evaluation Observations
interacti g
on
Warm up T enters the classroom, T-S - 2’ Students’
greets the students and answers
checks attendance. T tells
students to tell her about
some of their favourite
food.
Lead in T. asks students to look at T-S - 3’ Students’
a photo and identify the answers
types of food they can see
in it. Ss tell the teacher
what food is better to eat.

Announcing T writes the title of the T-S Notebooks 2' -

the lesson title lesson on the board and Whiteboard
and objectives projects the lesson Marker
objectives. Video
projector
Computer
Approaching T asks students to match T-S Coursebook 5’ Students’
new contents some sentence halves. The S-S Notebooks answers
Vocabulary sentences are all about
practice food and what it contains.

Pre- listening T asks students to discuss T-S Coursebook 10’ Students’

about the food which answers
should be eaten by: a
 pregnant woman, an
Arctic explorer, someone
with a cold and a model.
They also give examples
of food these people
should avoid and give
reasons for their choices.

T asks students to look at T-S Coursebook 2’ Students’

two photos and say what answers
job the man might do. Ss
give their opinion on his
lifestyle.

T asks students to look S-S Coursebook 2’ Students’

through some gapped answers
sentences and predict the
topics that will be
discussed.

T asks students to identify S-S Coursebook 4’ Students’

the part of speech each answers
gap might be filled by.

Listening T asks students to listen to T-S Coursebook 6’ Students’

part of a radio programme Laptop answers
about a young man who Notebook
has become a celebrity Whiteboard
 because of his job and Marker
complete some sentences
using a word or short
phrase.

Post- listening T asks students some Ss-Ss Coursebook 6’ Students’

questions related to food. Notebooks answers
Ss work in pairs, answer
them and then report to
the class.

Follow up T asks students to work in Ss-Ss Notebooks 3’ Students’

groups and tell their Whiteboard answers
partners about an activity Marker
they have a talent for, a
job they would like to
work in, someone they are
close to and something
they are afraid of doing.
Then, she writes they
answers in a table on the
board (as a class survey)
Feed back T asks students if they T-S - 2’ Students’
liked the lesson and asks answers
them to give her
suggestions for future
lessons.
Assessment T points out the strong T-S - 2’ -
 points and the difficulties
students have encountered
and gives suggestion for
further practice where
necessary.

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

homework the board (exercise 1, Marker
page 43) Notebooks