LESSON PLAN

Level: Upper Intermediate Textbook: Spotlight on FCE Unit of learning: Unit 15 New traditions Topic: Genuine fakes (Reading) AIMS: 1. To create interest in the topic and to initiate discussion 2. To give ss practice in making predictions on what the reading text is going to be about 3. To give ss practice in reading for specific information 4. To give ss the chance for oral communication using all and any language at their disposal (a debate) STRATEGIES: 1.Speaking 2.Writing 3.Listening 4. Loud Reading 5.Silent reading

Warm up: 5 min. Organizational moment: T asks for absents and checks homework (if the case)

Objective 1: 10 min.

Class organization: lockstep, individual work Role of the T: assessor, prompter, resource, controller Type of interaction: T-S, S-S Aids: text book Anticipated problems: SS may be reluctant to speak as they may not know the new vocabulary; T explains and gives examples Correction technique: T-S, S-S Activity: T asks what does genuine mean? What about fake? How is it possible that something real is fake at the same time? T gives the definition of a paradox and some examples asking the ss to try to explain them. (e.g.: The beginning of the end, Nobody goes to that restaurant because it is too crowded, etc.)

Objective 2: 10 min. Class organization: lockstep, individual work Role of the T: assessor, prompter, resource, organizer, prompter Type of interaction: T-S, S-S Aids: textbook Anticipated problems: SS may not realize that the article is going to be about false paintings. T asks the ss to take in consideration the images in the article. Correction technique: T-S, S-S Activity: T tells ss that they are going to read an article about John Myatt, an artist with a difference. They have to look at the title and predict what the text is going to be about. They check together whether the predictions were right or not.

Objective 3: 10 min. Class organization: lockstep, individual work Role of the T: assessor, prompter, resource, organizer, controller Type of interaction: T-S, S-S Aids: textbook Anticipated problems: Ss may get noisy while reading; T will ask the ss to communicate fairly quietly. Ss may have issues related to unknown words; T will give explanations if necessary and will move around the class to see if the ss encounter any other difficulties in completing the task Correction technique: T-S, S-S Activity: ss solve ex. 3/148: Gapped text sentences. Now reed the article again more carefully. Seven sentences have been removed from the article. Choose from the sentences A-H the one which fills each gap 1-7. Remember, there is one extra sentence which you don`t need to use.

Objective 4: 10 min. Class organization: lockstep, group work Role of the T: assessor, organizer, resource Type of interaction: T-S, S-S Aids: textbook Anticipated problems: Ss may get noisy while speaking and use their mother tongue; T will ask the ss to communicate fairly quietly, and stress the importance of using English language in this task; T will move around the class to see if the ss encounter any other difficulties in completing the task Correction technique: T-S, S-S

Activity: T divides the class into 2 groups and lets them know that there is going to be a debate on the following statements: Why is it better to buy originals? and Why is it better to buy fakes? Ss are asked to give as many arguments as they can find with examples. They have 5 min to think and then a person from each group will have to present to the class their ideas.

Ending of the class: 5 min T gives feedback and homework: ss will have to debate on a given paradox