Activitati 10B inspectie

Write on the board the title – going places

Today we’re going to talk about...

Lesson plan 1
1. Lead in – guess the activities

2. Listening activity - match the activities to the speaker. Language of interruption

– Interrupting and Encouraging – 3, 4 minutes for pair work, they report back to the class
– allow 3, 4 answers. Make sure to walk around the class to help them craft good enough
answers. Don’t forget to tell the SS to write down the phrases.

3. Reading – pre-reading – discuss: Cheseg si Alexandrele. Allow 2 answers.

Pre-reading – prediction, skimming – why does the writer describe the holidays
as guilt-free? First define guilt free. Use Penny Ur deduction techniques, break the idiom
down, what does guilt mean? Guilt? Guilty? So guilt free means... without guilt?

Allow them to find in the text why the writer describes the holidays as guilt-free.

They answer.

4. (2c.) scanning – Read the text and answer the questions.

5. Post-reading: vocabulary practice – explain the words in bold (there are 4

sections across 2 pages: A, B, C and D)

READ THE TEXT.

Lesson Plan 2
Start with the downloaded worksheet

1. Lead in – allow them 3 mins to think of safety procedures. Ellicit vocabulary

from the SS and write them on the board: departure, overhead locker, aisle, electronic
devices, emergency exit, fasten your seatbelt, oxygen mask, inflate, strap, adjust, life vest,
tray table, seat in an upright position, safety instruction pack, etc.

2. [groups of 3] Write 'In-flight safety procedures' on the board. Tell the students
to imagine that they now work for an airline. Explain that the students are going to
prepare and write in-flight safety instructions and then present them to the class. Divide
the class into groups of three and have each group choose a name for their airline.
Students then write the in-flight safety instructions and conduct rehearsals for their
presentation. There should be two students reading the instructions with one student
demonstrating the procedures. Monitor the writing process to make sure the presentation
is free of any grammar mistakes.

Rearrange the class seating so that it resembles the seating plan of an aircraft with
an aisle down the middle. Each group then demonstrates their airline safety procedures
to the class. The other students act as passengers. The passengers should listen and judge
which presentation they like the most.

3. Listening activity - You will hear five people giving their opinions about
travelling. Listen and match the speakers (1-5) to what they say (A-F). There is one extra
sentence you do not need.

4. [pairs] Imagine that you and your partner are going to Mexico and you have to
share a suitcase. There is only enough room for five items from those in the pictures. In
pairs, decide which five you will need to pack. Use phrases from the useful language box.

5. post-speaking is vocabulary: phrasal verbs (ex 7) and idioms and fixed phrases
(ex 8).

Follow up – speaking activity. 1 a. Which of these opinions about travel do you

agree or disagree with? Give reasons.

9B
Lesson plan 1
0. Lead in la reading activity. Today we’re going to discuss about Rock Music.
Write down this title. Semantic map – What do you think about rock music? Is
it happy, sad...? Can it be agressive? How about rock singers? Is it a popular
genre of music? How many sub-genres of rock are there? Progressive rock /
alternative rock / punk rock / death metal / hard rock / heavy metal / Is it old,
this type of music? How many decades would you say? 20, 30 years? It was
born, it emerged in the 70s. (5 minute)
1. pre-reading – vocabulary focused (din cartea de titularizare). (15 minute)
 2. skimming (10 minute)

3. scanning (5 minute)

4. Using teamwork Recall as much as you can

After the students have read the text, ask them to make groups of five or six people.
Set a time limit of five minutes and tell them they have to brainstorm as many facts about
the text as they can in that time. The group that can recall the most is the winner.

5. in pairs, talk about your favorite genre of rock.

6. map out the relationship between these genres (similarities/differences).

Listening:

Lesson 2:
1. [pair work] listening text (agreeing and disagreeing). Pun si eu unul de 3, 4
minute.

Write the title: Agreeing and Disagreeing: I will add a few more of my own. 3, 4
minute aici

Student A expresses his opinion that he liked a musician. Student B will disagree
or agree.

Student A: expresses opinion: I like this band because... Student B: I agree with
you. I really like the lead singer. 3, 4 minute lucreaza la dialog

3 minute raspunsurile.

Intre 15 si 20 de minute vreau sa dureze asta^^^

2. Listening text – 2 minutes

Meteoric rise / etc synonyms / example of sentences / SS copy the words into their
notebooks.

3. (group work – 4, spokesperson) Guess the band – describe your favorite band
or musician, make sure you describe a famous musician. At the end, the spokeperson, let
s say Bianca will speak for you guys here, will take everything you described and tell it
to the rest of the class. And then you will try to guess the band or musician she is
describing.

3.

2. Vocabulary in context
 Put out/release a great album

Mainstream music – music liked or preferred by most people, basically popular

music

Bandmate

Performance

Audience

Addictive

Bassist

Hook aka chorus

Genre – style of music

Guitarist

Fan base

Drummer

an album to get lost in

memorable [] with quotable lyrics

a [] tour de force

a wholly unique venture

songs that get better with repeated play

they have easily surpassed the [] of their last album

the music is [] and [] enough for repeated listens

the album has replay value

an instant/soon-to-be classic

groundbreaking

flawless

breathtaking

catchy
bold

headbanging

instrospective

timeless

stunning

ambitious

songwriter