Lesson Plan Sapt 12 FCE & CAE
Lesson Plan Sapt 12 FCE & CAE
- Tuesday 14:45 – face-to-face - there are 8 students in this group. Five of them are in the 8 th grade, two
in the 9th grade and one in the 10th grade. Three of them have passed the FCE Cambridge exam, one of
them the KET exam and the rest the PET exam.
- Tuesday 16:30 – online – there are 6 students in this group. One of them is in the 8 th grade and has
passed the FCE Cambridge exam, one is in the 9th grade and has passed the PET Cambridge exam, on is
in the 10th grade and has passed the PET Cambridge exam and three of them are in the 11th grade.
- Thursday 18:00 – online – there are 5 students in this group. One is in the 5th grade, two in the 7th
grade, one in the 8th grade and one in the 9th grade. One of them has passed the KET exam, three the PET
exam and one the FCE exam.
- Friday 16:30 – face-to-face - there are 7 students in this group. They are all in the 8 th grade. Two have
passed the KET exam, two the PET exam and three of them the FCE exam.
Main skills:
Grammar: narrative tenses – past simple, past continuous, past perfect, past perfect continuous,
somewhere, everything
Reading: Responses to reading
Speaking: strengthening opinions with examples and adverbs
Sub-skills: to introduce the unit topic of language by getting students to think about and compare languages,
language abilities and the role of languages and to explore phrases with the word language.
Main aims:
to introduce the unit topic of storytelling by focusing on what students have read, opening lines and
different genres of fiction;
to revise and practice narrative tenses and explore the topic of fairy tales and different types of plot;
to practice indefinite pronouns and vocabulary for expressing positive and negative opinions.
Personal aims:
Materials:
Complete Advanced SB
Task 3 Reading Students discuss the questions in pairs. Ask a few T-S 20`
pairs to share their ideas with the class. Don’t PW
confirm or refute any ideas at this stage, even if
students see the dome over the village as
something positive, like a rainbow;
Write Stephen King on the board and elicit what
students already know about him. (They may have
read some of his books in translation, or seen the
films The Shining or The Shawshank Redemption,
both based on stories written by King.) Then write
the following questions on the board: What
nationality is he? (American) What type of books
does he write? (Horror, fantasy, science fiction and
psychological suspense) When was Under the
Dome published? (2009) How long is it? (Over
1,000 pages) Students read the boxed paragraph to
find the answers. Check they understand the word
suspense if it didn’t come up in the introduction
lesson.
Students discuss what they think in pairs. (They
are likely to predict a plane crash.)
Students work in pairs on the blue words and
phrases. Encourage them to make guesses about
those they haven’t met before based on the context
before checking the meaning in dictionaries.
Finally, check as a class to make sure they’ve
reached appropriate conclusions. Draw their
attention to the American spelling color by asking
how it would be spelt in British English (color).
Elicit also what they think the phrase keep the
shiny side up means (= drive carefully – originally
a term used by bikers);
Students answer the questions in pairs from
memory. Encourage them to note down their
answers before reading the text again to check
their accuracy;
Ask students to predict what the rest of the book
will be about (since Chuck and Claudie are about
to die). Elicit a few suggestions, then students read
the summary text. Check comprehension by
writing a few questions on the board: What is the
dome? What does it do? What problems follow?
Then focus on the question in the Grammar spot.
Allow students a few moments to look back to
check, then establish that it’s narrated in the
present, mainly using present simple, with present
continuous and present perfect used for actions in
progress and completion respectively. Ask why,
and elicit the fact that present tenses are often used
to summarise stories of books, plays, films, etc and
to tell oral stories, as it makes them more
immediate;
In the same pairs, students decide on the best title
for reach review. When checking, ask them to
explain briefly why each title is suitable;
Students discuss the questions in the same pairs.
Each student should find the answers to the
questions relevant to the review they’ve read, then
exchange information to complete the answers;
In the same pairs, students answer the four
questions about the review they’ve read, then
exchange information about the other review with
their partner. They should justify each answer with
evidence from the text, so that their partner
gradually becomes familiar with the text they’ve
not yet read. When checking answers as a class,
request evidence from the text for each answer;
Still in pairs, students look at the words and
phrases in blue, using the context to work out the
meaning;
Both students in each pair should go through
Review A searching for the words. Point out that
the numbered meanings are all in order of the
appearance of the words in the text, which makes
them easier to find.
Narrative tenses
Homework: Writing Suggest that students write about a different book from the one they described in
Vocabulary 3 above, and remind them that they shouldn’t mention the title, as the other members of their group
will be challenged to guess it from their review. Remind them, too, they can also use vocabulary from the
Listening section on page 56. Allow students enough time to read the instructions, think, plan, write and edit
their reviews. Finally, they should read out their review to their group, without telling them what book it’s
about, and be ready to accept guesses about what book it is and to answer any questions.