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Lesson Plan

Student: Atudosiei Elena


Date: 12th of March 2012
School: Colegiul Naional, Iai
Class: IX B (4h/week, B2 upper intermediate)
Number of students: 30
Coursebook: Upstream
Topic: Better Safe than Sorry
Lesson length: 50 minutes
Skills: reading, speaking
Aids: notebooks, coursebook
Lesson Aims:

To develop reading comprehension

To enrich vocabulary connected to technology

To develop speaking micro-skills

Objectives: by the end of the lesson Ss will be able to:

Extract specific information from a text (scanning)

Read a text for the main idea (skimming)

Use the topic related vocabulary in context

Express opinions on the topic

Time
2

Lesson stage
Warm-up

Teachers activity
T greets the students and
introduces herself.
T checks if the students are
ready to start the lesson.

Students activity
Ss prepare their notebooks and
coursebooks.

Focus
S

Interaction
T-Ss

Aims
To create a
pleasant
atmosphere

10

Check
assignment

T checks the assignment (ex 6, 7,


8, 9 page 93) by naming students
to answer the questions.

Ss answer the questions when


they are named.

T-Ss
Ss-T

To develop
speaking
micro-skills

T-Ss
Ss-T

To introduce
the topic of
the lesson

T corrects any mistakes only


after first giving the Ss the
possibility to correct them
themselves.
5

Lead-in

If mistakes are made, Ss are


expected to try and correct
them.

Taking the assignment as a


starting point, the teacher
announces the title of the new
lesson and writes it on the
blackboard: Better Safe than
Sorry. Ss are asked to write it
down in their notebooks and to
open the books.

Ss write the title of the new


lesson in their notebooks; they
open their books at page 84.

Vocabulary: T asks the Ss to


explain what ATM and
CCTV stand for. She will give
the explanation if the Ss dont
know the meaning; a student is
asked to write the explanations

Ss must match the pictures


with the names of the items
they show.
Ss match the two columns to
make sentences

Ss try to explain the new


words and write the
explanations in their
notebooks.

To trigger
response
To develop
speaking
micro-skills

of the blackboard, while Ss copy


them in the notebooks.

25

Pre-reading

Reading

Vocabulary

Post-reading

T asks Ss to give answers to


exercises 1 and 2, page 84.
T asks Ss to read the headings
and the title of the articles and
answer the question from 3a:
What do you expect to read in
the article?

Two or three Ss answer orally


at the question.

Ss are asked to read the text


quickly and quietly and try to
match the headings to each part
of the article

Ss read the text in silence and


complete the task that was
given to them.

T names students that read the


parts of the article out loud and
match the headings to each of
them.

Ss read the text and match the


headings to each part.

After each part is read, the words


in bold are explained. T names
students that go to the
blackboard and write the
explanations, while the other Ss
write them in the notebooks. T
asks Ss to use some of these
words in new sentences.
Ex 3d, pg 85: T asks students to

T-Ss
Ss-T

To read the
text for the
main idea
(skimming)

Ss who are called by the T


write the explanations of the
words in bold on the
blackboard.

To develop
speaking
micro-skills

T-Ss
Ss-T

To read the
text for the
main idea
(skimming)
To enrich
vocabulary
connected to
technology
and use it
properly

Ss write the explanations in


their notebooks.
Ss form orally some sentences
with a few of the explained
words.
S

To extract
specific

answer orally the three


questions.

Homework

If there is time, the teacher asks


the students to list the
surveillance technologies
mentioned in the article and talk
about to of them, justifying their
answers.
Write a for and against essay on
the topic Surveillance
Technologies

Ss give answers to the


questions based on what
theyve just read and on their
own opinions.

information
from a text
(scanning)
To express
opinions on
the topic