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LESSON PLAN N3 Subject : English Form: X Date: 11.10.

2013 Teacher: Coliceva Olga Methodologist: Colodeeva Liliana Student: Benea Anna Topic: “More English?” Lesson type: lesson of knowledge acquisition Time: 45 min

Specific competences: Communicative competences: Receiving oral messages(Listening) Pragmatic competences: producing oral messages( Spoken interraction) Communicative competences:Receiving written messages(Reading) Communicative competences:Producing written messages(Writing) Methodological competences: Identifying similarities and differences by means of comparing things(Comparison Area) Sub-competences: S1.1. Identifying the general meaning of an oral message,presented clearly and at an average speed; S2.1. Asking for and using information about the world progression. S 2.2. Providing a short fluent argumentation about the information from the text ; S 3.2. Identifying the global meaning of a message(silent reading); S 3.3. Extracting the main ideas from an unknown text; S 4.1. Asking for and giving personal information; Operational objectives: Knowledge- students will be able to decode the unknown vocabulary of a new text; Skill: students will be able to speak about future projects, development in the world, read an unknown text for the main idea, write a personal profile, generate the similar ideas about future predictions. Attitude: Students will form their attitudes toward our generation time.

Stages of the lesson (Learning Activities) Resources Strategies(methods. The unknown words are written . REALISATION OF MEANING New Material presentation a) Pre-Reading The teacher reads the title of the text: “To do rather than to think or feel…”. forms etences of activities) Notes I. b) While-Reading The teacher refers the pupils to read and translate the text. EVOCATION 1. The pupils present their homework. and asks the pupils to guess what this text might be about.1 4 min Textbook Copybook Whole class work Communicative method 7min Expressing fillings Textbook Stickers S2. The pupils guess what this text might be about.Organization The teacher greets the pupils and creates the atmosphere. translated in their copybooks .Warm up and preparation The teacher put the absences in the register. 2.The pupils impart their impressions about the text. The pupils greet him back. Announces the beginning of the lesson.2 . c) Post-Reading The teacher asks the pupils about their impressions after reading . The teacher asks the pupils to explain why they find the author’s view an optimistic or pessimistic 2 min 1 min S1. The teacher revises the homework: “To retell the text “Just different””.2 5 min S3. Subcomp Time techniques.1 13 min Expressing ideas S2.

Those that are likely to come true within the next few decades. Textbook slips Argumentation. To classify Bertrand Russell’s predictions into three categories: 1.3 Opinion sharing Argumentation Whole Class Work 5 min IV. –right 2. -Right. 2. Those that have already come true . The pupils answer with arguments. Right… S3.Bertrand Russell thinks literary education is doomed to disappear. wrong according to Russell’s essay. copybooks Pupils answer if the statements are right or wrong.EXTENSION The teacher divides the pupils into three groups. Example: and directs the pupils to the exercise number 4 to the page 20. Individual work S4. Practical and mechanical skills will become less important. Fewer books and papers will be read. Those that have not yet come true and will probably never come true. REFLEXION The teacher refers the pupils with the exercise number 3 at the page 20: To say whether the following statements are right or textbook. 4.1 3 min 2 min . 3. 3. II. -Right. People will be much more apt to criticize and reason. Each of the group classify Russell’s predictions into one classification.

The teacher announces the end of the lesson. thanks the pupils for attention and says goodbye. The pupils thank the teacher for the lesson and leave for the break. FEEDBACK a) Assessment The teacher gives marks to pupils. register blackboard 2 min 1 min . b) Homework The teacher writes the homework on the blackboard :To make a composition about which of the author’s predictions you would like to happen and which not.III.