MANEA TEFANIA

COLEGIUL NAIONAL DECEBAL, DEVA

LESSON PLAN

CLASS: 10A; 5 classes/week; English major;

DATE: 14 May 2015
PROFILE: bilingual class
LEVEL ACCORDING TO CEFL: B2
TEXTBOOK: Upstream, upper intermediate;
UNIT 9. PLANET ISSUES.
TOPIC: Lead-in activities; Reading: The Antarctic: Key to Planet Earth.
TIME: 50
SKILLS PRODUCED: Speaking, Listening, Reading;
PREVIOUS WORK: Term Paper
NUMBER OF STUDENTS: 14
CLASS PROFILE: These are students from bilingual classes, who have 5 English classes per week.
This is a mixed group with less and very able students. As for their attitude in the class, most of the
time, they have a positive attitude and feel ready to participate in the activities carried out in the class.
They are communicative and cooperative.
OVERALL AIM: By the end of the lesson, my students will be able to understand text structure in
order to fill in a gapped text the correct removed sentences.
SPECIFIC AIMS:

to ask indirect questions;

to express ignorance/ uncertainty;

to listen for gist;

to predict the content of a text by taking into consideration the title and some pictures;
ANTICIPATED PROBLEMS: Some of the students may have problems with vocabulary.
SOLUTIONS: To overcome this problem, it is advisable to explain the meaning of the unknown
words in their mother tongue.
RESOURCES: coursebook, CD player, blackboard;
BIBLIOGRAPHY:
Blan, R. et all., 2003, In-Service Distance Training Course for Teachers of English, the British
Council, Polirom Iasi.
Harmer, J., 2005, The Practice of English Language Teaching, Pearson Education Limited,
England.
Obee, B., Evans, V., 2003, Upstream, upper intermediate. Express Publishing House, EU.

STAGES/
AIDS

INTERACTION

Warm-up

lockstep

Board
Lead-in
activities

whole
activity
(T-Ss)

Coursebook
Speaking
Coursebook

T-Ss
PW

Speaking
Coursebook
Speaking
Coursebook
Listening
Coursebook
CD player

T-P
T-Ss
T-Ss
T-Ss
PW
T-P
T-Ss

ACTIVITIES

FOCUS

AIMS

- T marks the Ss who are absent;

Speaking
- Ss did not have any homework as they took
the term paper.
-T writes the title on the blackboard and the
aims of the lesson on the top-right corner.
class -T tells Ss they are going to read, listen and
talk about the environment and environmental
problems
-T asks Ss to match items in column A to those
in column B (ex. 1a p.159).
-Ss read their answers.
-T explains the task and goes through the
language box with Asking questions;
Expressing ignorance/uncertainty.
-In pairs, Ss act out exchanges as in the
example (ex. 1 b p. 159).
-T monitors Ss activity.
-T asks Ss to act out their exchanges.
- T reads the question (ex. 1c p.159) and elicits
answers from Ss around the class.
- T explains the task and gives Ss time to rank
the issues (ex. 2 p. 159).
-In pairs, Ss compare their answers.
- T asks individual pairs to report back to class.
- T explains the task and gives them time to
read the statements. T plays the CD twice.
- Ss listen and complete the task.
- T checks Ss answers.

TIME

MANEA TEFANIA
COLEGIUL NAIONAL DECEBAL, DEVA

Elicitatio
n

-to introduce Ss into the topic of the unit;

Speaking

-to practise language used to express 6

ignorance/uncertainty;
-to clarify possible misunderstandings;
-to correct Ss work;

Speaking
Elicitatio
n

-to identify phrases that refer to environmental 3

problems;
-to rank environmental issues in order of 4
seriousness;

Listening

-to listen for gist;

-to correct Ss work;

2

MANEA TEFANIA
COLEGIUL NAIONAL DECEBAL, DEVA

Speaking
Coursebook

T-Ss
T-Ss

Pre-reading
Coursebook

IW
T-Ss

PW
T-P
PW

Reading
Coursebook
Afterreading
Coursebook
Feedback
Setting
homework

PW
T-Ss
T-Ss
PW
T-Ss
T-Ss
T-Ss

-T reads the question (ex. 2b p. 159) and elicits

answers from Ss around the class.
- T explains the task and reads the quotations
aloud.
- T elicits what they mean.
-Ss complete the task.
-T checks Ss answers around the class.
-T reads out the title and asks Ss to look at the
pictures of Antarctica (ex. 1 a p. 160).
-T elicits an explanation from various Ss
around the class.
- T reads out the list of words and
elicits/explains their meaning (ex. 1b p. 160).
-In pairs, Ss complete the task.
- T checks Ss work.
- T reads the questions and allows Ss to work
in pairs (ex. 2a p. 160).
- Ss read the 2nd paragraph of the article to
check their answers.
- T reads the task and asks Ss to read the
sentences (ex. 2 b p.160).
-T does the 1st item with the students.
- In pairs, Ss complete the task.
- In pairs, Ss complete the task (ex. 2c p.160).
- T checks Ss answers.
- T reads the task (ex. 4 b p.161).
-Ss carry out the task in pairs.
- T checks Ss answers.

Speaking

Speaking
Reading

-to express their agreement/disagreement and 4

justify their answer with examples;
-to paraphrase quotations and express their
agreement/disagreement and justify their
answer with examples;
-to correct Ss work;
- to predict the content of a text;
4

-to check if their predictions were correct;

Reading

-T asks Ss questions to revise the aspects Speaking

discussed in the lesson;
-ex. 3 and 4 a,c p.161;
Reading

- to read for specific information;

-to practise the vocabulary in context;

10

-to correct Ss work;

- to get feedback;

- to read for specific information;

-to practise the vocabulary learned in the text;