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Lesson Plan Sapt 12 FCE & CAE

The document provides a lesson plan for an English reading and speaking class with four groups meeting on Tuesdays, Thursdays, and Fridays between 14:45-18:00. It outlines the date, duration, level, topic, skills, and aims of the lesson. It also includes details on the students in each group such as their grades and exam levels passed. The vocabulary focus is on positive and negative opinions. The lesson involves warmup discussion questions, two reading tasks analyzing opening lines and narratives tenses, a listening comprehension task about a story, and a final discussion of opinions.

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Ema Redis
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0% found this document useful (0 votes)
103 views5 pages

Lesson Plan Sapt 12 FCE & CAE

The document provides a lesson plan for an English reading and speaking class with four groups meeting on Tuesdays, Thursdays, and Fridays between 14:45-18:00. It outlines the date, duration, level, topic, skills, and aims of the lesson. It also includes details on the students in each group such as their grades and exam levels passed. The vocabulary focus is on positive and negative opinions. The lesson involves warmup discussion questions, two reading tasks analyzing opening lines and narratives tenses, a listening comprehension task about a story, and a final discussion of opinions.

Uploaded by

Ema Redis
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan

Centre Neuron English


Teacher Ema Redis
Week 12 Level FCE & CAE
1h 30min Lesson Type Reading & Speaking
Lesson duration
Unit 4 Lesson 3
Date 21st – 25th of November 2022

Information about the group:

- 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.

Vocabulary Area: positive and negative opinions, stories, films

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.

Personal development: thanksgiving

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:

 To make the lesson as interesting and as useful as possible

Materials:
 Complete Advanced SB

Stage Stage aim Procedure Interaction Time


Greet the students.

Are you a bibliophile?


Introducing
Warm-up What was the last book you read? Why did you choose to T-S 10`
the topic
read it?
Has a book ever changed your life? What was the book
and in what way did it change your life?
 Students match four of the opening lines with the
book covers, then compare with a partner and
explain their choices. When checking answers,
you could elicit or give some more information
about each of the four books. Also tell students
which two books the two extra opening lines are
from;
 Students read the opening lines in 2 again in order
to find and identify the different tenses used, then
compare with a partner;
Vocabulary T-S
Task 1  In small groups, students talk about the question 30`
GW
they’ve chosen. Point out that the book they talk
about could be fiction or nonfiction. Monitor
group work and listen out for how accurately and
appropriately students are using narrative tenses.
This can inform how you approach the grammar
section in Lesson 1.
 In pairs, students decide which of the six fairy
tales each sentence is from. Also ask students to
explain the significance of the line in each story.

Task 2 Listening  Check that students understand fool. They then


& exchange ideas in groups and report back their
Speaking best ideas to the class;
 Students listen and find out how close their
predictions were to what happened next.
 Extra idea: Write a few questions on the board to
check the basic facts of this part of the story:
- What did the fool do? (He played with the dolls.)
- Why did he send for the story-teller? (Storytellers
are sometimes very wise.)
- How soon did the story-teller come, and why?
(She came immediately, because she was next
door.)
- Could she see an obvious difference between the
dolls? (No)
- What did she conclude? (That the difference must
be on the inside)
- How did she try to find the difference? (She put a
hair from the king’s beard into each doll’s ear.)
 Allow students to check in dictionaries any words
that they can’t work out from the context. In pairs,
they take it in turns to demonstrate the words and
try to remember which character in the story did
each one. Encourage students to add a bit more
context to situate each action in the story;
 This focuses on common colloquial words and
phrases in the story. Elicit or explain the meaning
of the phrases, then students answer and compare
answers in pairs;
 Students listen and mark the boxes as instructed,
then compare answers. Note: References to how
the book ends have deliberately been withheld, so
as not to spoil it for those who may want to read it;
 Students tick and number the expressions
according to how negative or positive they
perceive them to be. Make sure they understand
that they can use each number as many times as
they like. You could play the recording again for
them to use the context to help with meaning.
When checking, point out how extreme adverbs
are used to strengthen opinions – elicit which are
the very extreme ones (utterly, unbelievably,
completely, absolutely, immensely). Students also
look at the Vocabulary spot – remind them of the
difference between the -ed ending (disappointed)
and the -ing ending (disappointing) (Disappointed
describes the feeling, disappointing describes the
characteristics of the thing);
 Point out that the words in the box are all standard
features that one might comment on when giving
an opinion on a book.

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.

 Students choose one of the stories on the page or


any other famous folk tale from their own country.
They work individually, then in groups to share
Speaking their stories and talk about them. Monitor the IW
Task 4 & preparation and the group stages. During 20`
T-S
writing preparation, encourage students not to write out
the whole story, but to create (as suggested) mind
maps or notes to support the story-telling.

Narrative tenses

 Students underline examples of the tenses in 5 and


discuss with a partner how they’re used. Checking
these as a class is an opportunity to remind
Grammar students of the main rules and categories of use for TS
Task 5 15`
practice these tenses; IW
 Students complete the sentences, compare with a
partner and discuss the questions, which review
the main uses of the 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.

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