LESSON PLAN

TEACHER: Turcu Alexandra

DATE: June 6th 2019
CLASS: 10 A
LEVEL: Upper-Intermediate
TIME: 50 minutes

STUDENT’S BOOK: UPSTREAM UPPER -INTERMEDIATE

UNIT 9 PLANET ISSUES

TYPE OF LESSON: VOCABULARY -language related to environmental problems and solutions;

LEARNING OBJECTIVES: By the end of the lesson students will be able to:
1. read a text for specific information;
2. understand text structure;
3. use the new vocabulary in new contexts;
4. identify environmental issues;
5. offer possible solutions to environmental problems.

LESSON AIMS:
- to review and improve the students’ vocabulary range;
- to activate the Ss’ knowledge of the world and of the language;
- to encourage students’ to communicate freely and spontaneously during the activities;
- to develop students’ speaking and writing competences.

RESSOURCES: - Student’s Book; -Pictures;

- Students’ experience and previous knowledge; -Whiteboard
 - Teacher’s talking;
Methods: brainstorming, conversation, reading, explanation, elicitation, description.
Interactions: Whole Class, Individual Work, Pair work.
Skills: Reading, Listening, Speaking, Writing

Warm-Up (5 minutes)
The teacher enters the classroom, greets the students and starts asking them different
questions in order to get acquainted with them and to create a relaxing atmosphere.

Lead-in (10 minutes)

The teacher shows students a picture representing planet Earth and asks them to elicit the
title of the new lesson. Then, she writes the date and the title of the new lesson on the whiteboard
and asks the students to open their course books at page 159. After that, the teacher shows some
other pictures representing environmental issues. Next, students are asked to pay attention to the
words at Ex 1 a. , match them and relate them to the shown pictures. They may also find some
solutions to the problems exposed.

Activity 1 (5 minutes)
They go on to page 60, where they are going to have some reading comprehension
activities. First, students are asked to look at the title and describe using their previous
knowledge what Antarctica is like. If necessary the teacher may help them using different
questions (‘What’s the weather like there’, ‘What animals are living there?’,etc) .Then, they have
a look at the list of words from Ex 1b. The teacher reads out the list of words and explains/elicits

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the meaning of any unknown words.

Activity 2 (5 minutes) Pre-Reading

Ex.4a/c. The teacher gives students some sheets of paper with some words and phrases
from the article. They have to match the words with their definitions or synonyms.

Activity 3 (18 minutes) While-Reading

Ex. 2b. The teacher asks the students to read the A-H sentences and decide what is the
main information (key word) provided by them. Then, in pairs, they are asked to read the
newspaper article and choose the most suitable sentence from the list for each gap in the article.
Students are allowed some time to read the text and complete the task, writing the answers in
their notebooks. After that, the teacher checks students’ answers.

Activity 4 (5 minutes) Post-Reading

Ex. 3a. Students have to scan the text for specific information related to some numbers
and say what they refer to in the text.

Lesson Closure (2 minutes) Follow-up

For next class, students are asked to answer to a quiz and find out if they behave in a
proper way to help save the planet.

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