LESSON PLAN

GRADE: the XIth D (students aged 16 – 18)
LEVEL: Upper Intermediate
TEXTBOOK: Upstream Upper Intermediate
TITLE OF THE LESSON: Moods and Feelings
TYPE OF THE LESSON: Writing
SUBJECT: Writing transactional Letters
TIME: 50 minutes

AIMS OF THE LESSON:
- To understand the written message;
- To promote discussion;
- To raise expectations and to create involvement;
- To understand what reviews involve and to explain where they can be used;
- To study relevant words;
- To discover the meaning of certain expressions and to use them in contextual situations;
- To develop the ability of writing reviews on a given topic
TECHNIQUES USED: Receptive skills: reading
Productive skills: speaking and writing
TEACHING AIDS: textbooks, notebooks, blackboard, magazines extracts
ORGANISATION: class work, individual work, pair work

STAGES OF THE LESSON

STAGES OF THE
LESSON TIMING TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

Warm-up - greetings; - greetings;
5’ - the T requests to know who is absent - the Ss inform the teacher about their missing
- the T uses three jokes and a two riddles to classmates;
create a pleasant atmosphere and to loosen up - the Ss try to guess the answer of the riddles
the Ss. - the Ss write the title in their notebooks and
- the T writes on the blackboard the title of the translate it
lesson and asks the Ss to translate it – Writing
Reviews
- the T begins by explaining that reviews can be - the Ss think of when they can find reviews, for
written about a wide variety of subjects and example: CD’s reviews can be read in a Sunday
elicit from Ss where reviews can be found newspaper or a music magazine, restaurant
Presentation reviews may be found in a local newspaper;
5’ general interest magazine review all kinds of
things, including new electronic equipment,
consumer goods, games, books etc.
- the T asks the Ss what they would expect from - Ss answer the T’s questions and express their
a review to elicit things such as: good points opinions regarding some reviews they have
Performance and bad points, whether or not they should buy read.
10’ the product/use the service; whether or not it
represents the value for money; if it’s worth
visiting (for a restaurant), worth
buying/watching/listening to, etc.
- the T asks the Ss if any of them have ever been - Ss think of what the T has asked them and
influenced by something they have read in a respond to the teacher’s question.
review, or if they have bought or haven’t bought
something as a result of what they have read,
etc. - Ss think of some questions to surpass the
- the T goes through the theory box, dealing difficulties they may find in understanding
with any difficulties. reviews
-the T asks the students to solve some exercises:
For exercise 1 the T directs Ss to the task,
explaining to them the adjectives and that each
Feed-back sentence might be found in a review - Ss complete the exercise in pairs
13’ For exercise 2 the T goes through the second
theory box and refers Ss to the table at the
bottom of the pg.42, pointing out that the - Ss complete the task individually
categories in the left-hand column are the
aspects that are usually described in reviews of
books, plays and films.
For exercise 3a Ss are asked to read the extract
and replace the adjectives, advising Ss to be - Ss read the extract and complete the tasks
careful with intensifiers as they may not carefully by using the adjectives from the table
collocate with the new adjectives.
For exerciser 3b Ss are asked to read the extract
and use the negative adjectives in the table to
replace the underlined ones.
- the next step is an exercise that helps Ss to
verify if they understood what they had learned - Ss are allowed 3 / 4 minutes to make notes in
Assessment about reviews the table
- in this exercise Ss have to think of a book they - there are selected 2 / 3 Ss to read out their
10’ have read and to complete a box with the notes, being encouraged to connect their notes
relevant information about the read book: in sentences
Introduction (main details), Main body (what
the book is about, good/bad features of the
book), Conclusion (Overall recommendation)
Setting homework 2’ - the T decides that the students’ homework for - the students pay attention to the teacher’s
the next time should be exercises 6 and 7/page explanations;
44, and explains them what they have to do - they read the tasks and write down in their
notebooks the extra information that the teacher
gives.