AVIZAT

DIRECTOR

SCHOOL: “D. BOLINTINEANU”

TECHNOLOGICAL HIGH SCHOOL
BOLINTIN VALE, GIURGIU COUNTY

LESSON PLAN

DATE: MAY 25TH, 2017, 2 classes (100 min)

CLASS: 12D
SPECIALIZATION: PHILOLOGY
NO. OF CLASSES/WEEK: 4
TEACHER: CIRSTEA SILVIA

COURSEBOOK: UPSTREAM PROFICIENCY

UNIT: SELF ASSESSMENT: MODULE 5; PRACTICE TEST
SUBJECT: Preparing For Finals - Final Review
TYPE OF LESSON: Competence Development, Consolidation

A) General competences:

2. Acquires information from written messages for the purpose of fulfilling an assignment
3. Produces oral messages for the purpose of fulfilling various tasks
4. Produces written messages for the purpose of fulfilling various tasks

B) Specific competences:

2.1. Identifies information and opinion of relevance for the task at hand in general texts
2.2. Scans a longer text to quickly identify information/specific details required to complete a
given task
2.4. Correlates information from various parts of a text or from different texts in a coherent
manner
3.1. Offers and requests information in order to complete a task
3.2. Formulates information and questions clearly, accurately and politely
3.4. Presents clear and detailed descriptions on topics of personal and/or professional interest
4.3. Adapts format and language to context and type of text
4.4. Uses conventions applied in formal and informal written communication

Type of interaction: T-S, S-T, S-S

RESOURCES: UPSTREAM PROFICIENCY COURSEBOOK

UPSTREAM PROFICIENCY WORKBOOK
LESSON STRUCTURE:

Lead-in 5 min.
 Review with the class the structure of the final exams: reading – multiple choice
- Speaking
- Writing
 Remind the class about the key-word/main idea technique applied in the Reading Section,
the aspects they need to pay attention to in the Speaking section (vocabulary, tense,
length of answer) and the format and structure of their writing piece in the Writing
section (for essays: paragraphs, linking words, for email messages: opening and closing
lines, keeping sentences short and to the point, formal and informal style)

Preparing the activity 5 min.

 Distribute the sheets from Upstream Proficiency Workbook (pages from Practice Test
(104. 105, 106)
 Ask students to open their books to page 235 and look at ex. 3

Running the activity

 Vocabulary-building: 10 min.
- Ask students what the text in 3 is about and what kind of lexis seems to be used.
- Work example 1): “assembly way/line/place in a factory…” and elicit answers from the
class. Ask why they chose the variant and then explain why the correct answer is assembly line
and how it is specific lexis in relation to factory. Ask the students to try to build a sentence with
the other variants and elicit opinions on how the pairs sound.
- Work through the exercise with the class.

 Use of English 15 - 20 min. (high degree of difficulty)

- Ask students to work exercise 4 pg. 235. Work example 1. Ask the students to identify
in the sentence the word that could be synonym or opposite to apart. (Expected answer:
distinguish). How else can we say “couldn’t distinguish” using being? (being unable)
- Work through the rest of the exercise with the class. Ask the students to write each
phrasal in their notebooks separately
e.g. tell apart, turn sour, wear thin

 Reading 20 min.
- Ask the students to turn to page 105 from the Workbook and look at the text entitled
“Henry’s House”.
- Ask the students to read the questions and answers carefully once, then again and
discover the key words for each.
- Then ask the students to read the text and look for words that have the same meaning,
are identical or opposite to the key words.
- Finally ask the students to read the text again and choose the answers
- Check the answers with the class and explain why one or the other answer is correct.
Ask the students to point out the part in the text that supports the answer.
 Speaking 15 min.
- Ask students to turn to page 238 in their course book, ex. 9.
- Ask the students to remember what phrases to use when: expressing opinions
Agreeing
Disagreeing
Describing a picture
- Ask students to look at the picture and identify the environmental issues. Then elicit
answers of words they would use in relation to an environmental topic. Finally ask them
to answer the task in b, working in pairs and discussing with one another.

 Writing 25 min.
- Ask the students to turn to page 109 on the sheet from Workbook
- Ask the students to read the instructions carefully. Elicit answers from the students
about the style they would use in the letter: formal or informal.
- Elicit answers about opening and closing lines. How would they begin their letter?
- What phrases would they use to express their opinions and views?
- How many paragraphs would they use and how would these be linked
- Finally, ask the students to write the letter.