Date Form Theme Aim 3 min T-Ss

11.03.2013., 4th lesson 11a My English Speaking Country To practice presentation skills The teacher gives each student three peer evaluation forms. Students have to fill them in during the presentation; Students have to evaluate three presentations together. Students are presenting in the order which has been decided already before the lesson. After each presentation students and teacher ask some questions to a presenter.

32 min S-ss

5 min T-ss

Students are reflecting on the lesson. Students tell which things the next presenters should be improve. Students who did not present in this lesson hand in the fourth part of the project an essay The Future of My English Speaking Country The teacher gives feedback on the presentations.

All students were prepared for the projects. Students were a bit nervous because of the presentation. Some of the presentations were more on a higher level than others. In the end, all the aims were met.

Date Form Theme Aim 3 min T-Ss

12.03.2013., 7th lesson 11a My English Speaking Country To practice presentation skills The teacher gives each student three peer evaluation forms. Students during the presentation have to fill them in; all together students have to evaluate three presentations. Students are presenting in the order which has been decided already before the lesson. After each presentation students and teacher ask some questions to a presenter.

27 min S-ss

10 min T-Ss

Students are reflecting on the lesson and the project in general. Students who did not present in this lesson hand in the completed portfolio including the fourth part of the project an essay The Future of My English Speaking Country and the reflection on the presentation from the previous lesson. The teacher gives some feedback on the presentation and the project. Students fill in the questionnaire about the project My English Speaking Country The teacher asks students some questions about the process of the project: what difficulties did students face while writing the project? What did they enjoy about it? What would they do differently the next time?

Some students were very nervous to stand in front of the class to present. Few asked if they could present their presentations individually to the teacher. Because the aim of the lesson was to encourage students to speak in front of the class no individual presentations were allowed. Nevertheless, the teacher gave some tips to the students which to release the stress. One student outshined others with his presentation. Nevertheless, the rest of students did also well.

Date Form Theme Aim 3 min T-Ss

19.02.2013., 3rd lesson 11a The Worlds Top Conspiracy Theories To develop reading for gist and specific information The teacher asks what students know about the following events in the world: the deaths of president John F. Kennedy, John Lennon, Elvis Presley and Princess Diana; the Apollo moon landing The teacher asks: what does conspiracy theory mean? Students discuss this. Students read the introduction to three of the worlds most popular conspiracy theories. Students answer the questions about the introduction in the book Headway Upperintermediate pg. 38. Students are divided into three groups. Each group has to read a different conspiracy theory from pg. 39 to pg. 41 After reading the text students individually answer the questions from exercise nr. 4 in pg. 38 Students who read the same text come together and compare the answers from the exercise nr.4 One student from each group (chosen by students themselves) shortly tells about the conspiracy theory the group read. Students individually do the vocabulary work. Students compare the results with the closest peer. If any questions or problems appear, the teacher answers and explains them. The teacher asks students what they think: which theories are the most believable; what it is about the Internet that breeds such theories? Students reflect on the lesson by answering following questions: What have you learnt today? Did you like the way you learnt it? What could have been different?

2 min T-Ss

5 min T-Ss Individual work

10 min

5 min

5 min Group work

5 min

2 min

3 min

Students were interested in the topic and everything went as planned.

Date Form Theme Aim 5 min T-Ss 3 min T-Ss

22.02.2013., 4rd lesson 11a Saying the Opposite To practice vocabulary Students describe the closest peer with different adjectives (10 adjectives). Students write these adjectives in the notebook. The teacher shows two sentences; students have to compare these sentences. The teacher asks what an antonym is. Students have to find antonyms in the sentences showed before. Students have to write antonyms to the adjectives they wrote down in their notebooks in the beginning of the lesson. The teacher asks each student to read two adjectives and the antonyms of the adjectives. Students have to do the first task from the book Headway Upper-intermediate pg. 42. The teacher asks one student to read the results of the task. The other students compare the results. Students have to do the second task from the book Headway Upper-intermediate pg. 42. Students listen to the recording and compare the results. Students write 5 sentences with the antonyms from the task No. 2.

5 min T-Ss Individual work

4 min

5 min

5 min

5 min

Students discuss the meaning of the antonyms used in the third task from the book Headway Upper-intermediate pg. 42

5 min

Students have to do the fifth task from the book Headway Upper-intermediate pg. 42. The teacher asks one student to read the task. The other students compare the results.

Date Form Theme Aim 3 min T-Ss 35 min T-Ss

04.03.2013., 4th lesson 11a the test To test the knowledge of the grammar theme questions The teacher explains the tasks of the test.

Students write the test. The teacher observes students.

2 min

The teacher tells the students to think about the word protest for the next day (What context is this word usually used in; does it have positive or negative meaning?)

The lesson went as planned; all students were writing the test.

Date Form Theme Aim 3 min T-Ss 35 min T-Ss

04.02.2013., 4th lesson 11a the test To test the knowledge from the third unit of Headway Upper-intermediate students book The teacher explains the tasks of the test.

Students write the test. The teacher observes students.

2 min

The teacher asks the students to find the meaning and definition of the word rules for the following lesson.

The lesson went as planned; all students were writing the test.

Date Form Theme Aim 3 min T-Ss

19.03.2013., 3rd lesson 11a The movie 1984 To listen for gist and specific information The teacher introduces the context of the movie 1984. The teacher gives a worksheet with the tasks about the movie and the book. Students watch the fragment of the movie which responds to the first and the second part of the book and fill in the worksheet. The teacher asks some questions about the movie: in how far was the movie different from the book; which did they like better the movie or the book? The teacher reminds the students about the essay Should Winston be Vaporized.

30 min

5 min T-ss

2 min

The students were surprisingly calm and the timing for the lesson was very precise. No difficulties were faced and all aims were met.

Date Form Theme Aim 2 min T-Ss 5 min S-Ss

26.02.2013., 7th lesson 11a The preparation for the test To prepare for the test The teacher reminds the students about the test which is on the 4th of march. Each student receives a slip of paper with a noun. Students have to formulate one question with this noun. Students ask the questions to the neighbor.

30 min

The teacher gives a handout to each student with the revision of the grammar themes (Questions and negatives; prefixes and antonyms) and the vocabulary studied in February. Students also receive worksheets with different tasks covering the subject mentioned above. Students fill in the worksheets and discuss the grammar and the vocabulary.

3 min T-Ss

The teacher reminds the students that for the next lesson they have to read the first part of the book 1984 by George Orwell. Students should pay attention to unknown vocabulary.

Date Form Theme Aim 7 min T-Ss

15.02.2013., 7th lesson 11a Telling Lies To practise questions The teacher asks the students to give an example of a lie. The teacher asks students to think of some lies that the following people might tell: a teenage girl to her parents; a car salesman; a student to a teacher; a politician; a husband to his wife. Students share their opinions in the classroom. Students have to open the page 34 in Headway Upperintermediate students book. On the pages 34 and 35 there is a cartoon; all the people in the cartoon are lying. Students answer the questions: who the people in the cartoon are lying to and why. Students share their ideas with the classroom. Afterwards students listen to a recoding. Students have to listen to what the people are really thinking. And think about giving answers to the following questions: what is the truth; why did they lie and do you think any of these people have a good reason to lie. Students discuss the questions in the class. Students do the forth task of Headway Upper-intermediate students book on page 34. One student is asked to share his results and the rest of the class compare them. Students are divided into two groups A and B with the help of counting to 1 and 2. ( number one is A, number two is B) Students A open the Headway Upper-intermediate students book on page 155, but the students of the group B open the book on page 156. Students have to read the Unit 4 practice tasks. For each group it is different. Then students have to make a quiz with 10 questions. The answers of the questions have to be found in the Unit 4 practice task A or B. The students have to ask the quiz questions to a neighbor, the neighbor tries to give answers without looking in the book. Students do the task No. 3 on page 36 where students have to write short questions with a preposition. Students read their questions aloud. Students continue with the task No. 4 on the page 36 where they transform the short questions from the third exercise into longer ones. The teacher explains that the students have to follow the examples. The students hand in the second part of the project - the general data interpretation

6 min T-Ss

7 min T-Ss S-ss Individual work

4 min

10 min

6 min

Date Form Theme Aim 10 min S-Ss Pair work

18.02.2013., 4th lesson 11a My most memorable lie To practice speaking The teacher asks if the students had ever told lies as a child and if they can remember any of them. Then the students are dived into 4 groups. In these groups they share their childhood lies. One person from the group tells the most interesting lie to the class( students themselves decide which is the most interesting lie) In the Headway Upper-intermediate students book page 37 students do the task No. two, but first they listen to the recording where six people are talking about their most memorable lies. Students share their answers with the class.

6 min S-Ss

8 min

Then the students listen to the same recording again, but this time they answer the questions in the third exercise. Students share their answers with the class. Students do the forth task, where they have to connect the words from the box with a lie and explain what they refer to.

6 min

8 min T-Ss

The teacher asks students which of the six lies mentioned in the tasks No. 2, 3 and 4 they think are good reasons to lie; which are bad and which are white lies. Each student has to make a list of occasions when it might be good to lie and when it is definitely not. Students discuss the answers in the class.

In the lesson students were laughing a lot, probably because of the childhood memories. This topic seemed to interest students a lot.