LESSON PROJECT Teacher: Magala Nicoleta Level: Upper Intermediate Class: a XI-a Lesson: Cold Comfort Theme: Symptoms

of illness, prevention and treatment Skills: Speaking and reading Aims: - to promote discussion - to raise expectations and create involvement in a reading task - to develop speaking and reading skills - to create interest in the topic of vocabulary: symptoms Objectives: By the end of the lesson students will be able to develop and consolidate the productive and receptive skills Aids: textbook, notebook, blackboard, worksheet Interactions: Teacher-students, Students students Organization: whole class, individual work, pair work Evaluation: initial warm-up activity continual answering to the teachers question final oral, written, homework Timing: 50 minutes Activity I Starting the lesson Procedure: Teacher greets the students and asks them how are they today and if somebody is absent. Students response to informal questions. Activity II Checking the homework Procedure: The teacher invites the students to read the homework and correct them if it is necessary. Students read and correct their homework Activity III: Lead in Procedure: Teacher asks students some questions: Are you feeling Ok? Anybody got a runny nose? A cough? A stomach ache? What do you think about students who pretend to be ill in order to miss the school? Have you ever pretended to be ill in order to miss school? Activity IV: Pre Reading

Procedure: Teacher writes on the blackboard the words from the box, or asks one student to write them and the others students have to complete the sentences with the words given. 1. All my muscles feel really stiff and my back aches. 2. I woke up with a high temperature and a throbbing headache and it wont go away. 3. Ive got a hatching cough and a very sore throat that hurts when I speak. 4. Ive had a really runny nose for the last few days and I feel generally run-down. 5. Ive had un upset stomach and a strange rash on my face since we went to that restaurant. Students work in pairs and discuss the following questions: - Which of the ten symptoms in the box in exercise 1 would you go to the doctor for? - What would you do or take to treat the other symptoms? After they answer the questions students have to match the sentences 1-9 to the situations a-c from exercise 3. Activity V: While Reading Procedure: Students have to read the text which is a humorous article about how to exploit having a heavy cold, in order to get maximum attention and sympathy from work colleagues, family and friends. It goes through the different stages of having a cold from exaggerating the symptoms and getting sick leave from work, to what to do while you have the cold, and finally what happens when you go back to work. Students read the article, and then say what the main purpose of the article is by choosing the correct item 1-5.

Activity VI: After Reading Procedure: Teacher asks students to read the bits of advice first and go through any unfamiliar vocabulary with them. Students read the article again and mark the advice that is not given. They also have to match the highlighted words or expressions in the text to the definition 1-7. Activity VII: Homework Procedure: Teacher gives students some marks and as homework they have to do some sentences using the vocabulary they have just learnt.

LESSON PROJECT Teachers name: Nicoleta Magala Level: Advanced Class: a XII-a Lesson: Squatters Theme: Homes, buildings & problems of finding somewhere to live Skills: Speaking and listening Aims: - to promote discussion - to raise expectations and create involvement in a listening task - to develop speaking and listening skills - to create interest in the topic of vocabulary: describing homes Objectives: By the end of the lesson students will be able to develop and consolidate the productive and receptive skills Aids: textbook, notebook, blackboard; laptop, worksheets Interactions: Teacher-students, Students students Organization: whole class, individual work, pair work Evaluation: initial warm-up activity continual answering to the teachers question final oral, written, homework Timing: 50 minutes Organizational moment: the student on duty tells the absentees, the teacher writes them in the register; then she checks the homework and the students correct the mistakes, if necessary. Activity I Lead-in Method: dialogue Procedure: Teacher asks students some questions to introduce the new lesson. -What sort of houses do people typically live in your country? - How would you describe them? Teacher writes on the blackboard the title of the lesson Squatters and she tells them what it means the noun squatter someone who lives in a place without permission and without paying the owner. Interaction: T-Ss, Ss-T, Ss-Ss Class management: lockstep activity; Skills: speaking, listening

Activity II Pre-Listening Method: competition Procedure: In pairs students read the choices of homes from exercise 1 and tell their partner which one of the pairs of homes they prefer. Teacher points out that their choice not be determined by money. In exercise 2 they have to choose the correct alternatives to complete each sentence. Teacher allows them to use dictionaries to help them. If they do not have dictionaries teacher will write the new vocabulary on the blackboard. Students read the sentences in exercise 2 again and discuss which ones they think give a positive description and which ones negative. Interaction: Ss-T, Ss-Ss Class management: pair activity; Skills: reading, speaking

Activity III: While-Listening Method: conversation Procedure: the listening is a radio interview about squatting. The presenter first talks to a woman who works for the Squatters Rights Association about why people squat, the type of people squatters are and what legal rights they have. The presenter then talks to a squatter about what it is actually like to squat. Students listen to the interview about squatting and answer the question. Teacher could pause the recording half way through for students to take down the information on Annie Taylor first, before playing the part for Gerry Burnham. Before they listen the interview teacher asks students to read the exercise 3so that they know the information they are listening for. Teacher points out that they should add no more than three words to each sentence. Interaction: Ss-T, Ss-Ss Class management: lockstep activity; Skills: listening, speaking Activity IV: After-listening Method: competition Procedure: Teacher gives students a worksheet in which they have to complete the sentences from the recording with the words given. Interaction: Ss-T, Ss-Ss Class management: lockstep activity;

Skills: writing, speaking

Activity V: Homework Procedure: As homework they have to write a composition: How would you describe your own home.

Name: Date:..

Worksheet

Complete the sentence from the recording with the following words: Up, through, out, up. 1. ...run-down houses and flats that bring _________property values in the local area. 2. ...the SRA, the group that carried_________the study. 3. There are over 100,000 families queuing_____ for this type of housing. 4. ...young people who cannot afford to get________the property ladder. 5. Its a document spelling _____what your rights are. 6. They have to go ______the courts. 7. ....little by little you get settled_______. 8. We do their houses_____ for them. Name: Date:..

Worksheet
Complete the sentence from the recording with the following words: Up, through, out, up. 1. ...run-down houses and flats that bring _________property values in the local area. 2. ...the SRA, the group that carried_________the study. 3. There are over 100,000 families queuing_____ for this type of housing. 4. ...young people who cannot afford to get________the property ladder. 5. Its a document spelling _____what your rights are. 6. They have to go ______the courts. 7. ....little by little you get settled_______. 8. We do their houses_____ for them.