LESSON PLAN

Teacher Paula Dana Bârsan

Date 22nd of February 2018

Grade 10th

Number of students: 25

Time 50 minutes

Class level: upper intermediate

Textbook FCE GOLD, Pearson Longman, 2010

Unit/ Topic: Unit 9-A new look

Lesson Aims:

 To read for specific information-gapped text task

 To practise word formation
 To practise speaking
 To review useful vocabulary related to clothes and fashion

Skills: reading, speaking

Methods

 Brainstorming
 Pair work
 Group work

Possible drawbacks: - the topic needs careful handling as students could find difficult the
gapped text task

Materials: textbooks, fashion magazines, large ball of yarn

Warm Up – 5 minutes

Aim:

 To prepare Ss for the lesson

 To get the group relaxed and allow them to feel ""silly"" with each other
Interaction : T-Ss; Ss-T
Procedure: Attendance list Checking HW
Pass the face
Description: This game is just like the game ""telephone"" but instead of passing a word or
phrase around you pass a facial expression. T gets the group in a circle. Everyone has to close
their eyes except the person who has to pass the ""face"". The passer will tap the shoulder of
the person next to her, that person will open his eyes to receive the face. He will then tap the
shoulder of the person next to him and pass the face along. Once you have passed the face you
may keep your eyes open to watch it move around the group. At the end, the original passer
receives the face from the last person in the group and then shows what the original face was!
Time 5’

Activity 1 (speaking, reading,) -20 minutes

Aims:

 To introduce the topic of the lesson

 To read for specific information-gapped text task
 To practise word formation
Interaction T-Ss, Ss- T, PW, GW
Procedure
Pre-reading

Before Ss look at this unit T asks them how important they think looks are. Are looks more
important than personality? Are good-looking people more socially acceptable than those
who aren’t so attractive? Would any of them consider having plastic or cosmetic surgery to
change the way they look? What features would they most like to change?

T asks questions related to the people in the pictures provided by the textbook. T reads the
title, subheadings and asks them if they think these people are particularly attractive. Why?
Why not?

Reading

Now Students are asked to read the first two paragraphs of the article, looking carefully at the
sentences before and after gap1. Then T asks Ss to read sentences A-H and decide which one
best fits the gap. When Ss have decided that the correct answer is C, T points out that this
sentence relates to the sentences both before and after it.

It relates to the previous sentence with a reference phrase(all this refers to spending £40,000)
and to the following sentence because it provides an explanation(it is hard to say exactly
what he looks like because he strikes you as good-looking but still not quite right)

Ss now work in pairs to decide which sentences fit the rest of the gaps. T advises Ss to
highlight the reference phrases in the sentences such as the three of them(B) and we(D), and
then highlight corresponding referents in the text to check that they match
Before Ss begin, T points out the importance of punctuation in this text as some of the gaps
are direct quotes, which will affect which pronouns are used.

T allows time to Ss to solve the ex. Finally, pairs swap their answers and check them.

ANSWERS Ex. 3 1C 2F 3B 4E 5H 6A 7D

Post-reading

In ex 4 Ss are asked to put the words into their correct form. T asks them first to decide what
type of word is missing-noun, adverb, adjective, etc. T goes through all of them with the
entire class: 1-verb, 2-adverb, 3-noun, 4-adjective, 5-adjective, 6-noun, 7-adverb, 8-adverb.
Then Ss solve individually this exercise.

ANSWERS Ex. 4 1-reshaping, 2-pleasantly, 3-appearance, 4-facial, 5-acceptable, 6-

encouragement, 7-enthusiastically, 8-surprisingly Quick Link As the T shouts out "get into
groups of fours," everyone quickly joins in a group of four. At any time, even before the
group of four is formed, the leader shouts out another instruction. Examples: everyone with
same color shoes, everyone with jeans, everyone with same color eyes, everyone with the
same colour of hair, groups of five, people born in the same month, people with same Zodiac
sign, form a letter Z with groups of 3 people.

Time 20’

Activity 2 (reading, speaking, writing) – 20 minutes

Aims:

 To review useful vocabulary related to clothes and fashion

 To practise speaking about fashion and looks
Interaction: PW, Ss-T, GW
Procedure:
As a follow-up and connecting the reading task to the vocabulary exercise, Ss are asked to
look through all kind of fashion magazines and choose facial features to create the ‘ideal face’
and the ‘ideal looks’. In pairs they should choose these features and then present them to the
entire class.

Afterwards T asks the to continue working with their partners and try to describe the clothes
that their partner is wearing in as much detail as possible, brainstorming as many words as
they know- types of clothes, pattern, colour, material and shade, etc. (Someone is wearing a
pair of trainers, a pair of trendy light blue jeans and a wool blouse. She is also wearing a
bracelet on her wrist and a very beautiful necklace.)

Before solving ex.1.p107 Ss are asked to describe what the man is wearing in each one. Ss
should give as any details as possible. They can then match the description with the picture
and complete the gap.
T starts a brief class discussion related to what is considered fashionable nowadays and how
important that is. What is considered fashionable nowadays? Which shops/companies are
considered fashionable or otherwise? Do you have to spend a lot of money to be fashionable?
Can clothes be fashionable on some people but not on others?

Then T asks Ss to work small groups to choose a new outfit for Stuart. They have to describe
this new outfit in detail, in writing. Each member must come up with at least a sentence. They
should help one another with spelling, grammar, etc.

ANSWERS Ex1 1.A-1, B-2

Ex 2 A 1 dark, 2 wool, 3 classic, 4 pale, 5 cotton, 6 silk, 7 leather, 8 slip-on

B 1 bright, 2 round-neck, 3 matches, 4 waterproof, 5 looks, 6 beige, 7 brown, 8 casual.

Time 15’

Activity 3 The web game

Aims:

 To review useful vocabulary related to clothes and fashion

To practise speaking about fashion and looks

Interaction: Ss-Ss

Procedure: The Web Game Ss are arranged in a circle. T gives one S the ball of yarn. S are
asked to say one word related to fashion or looks that has come up during this lesson. While
they hold the end of the yarn with one hand, they then throw the ball of yarn to another S.
That person then states another word on these topics and then holding the yarn in one hand,
the other hand throws the ball of yarn to another. This continues until everyone has a piece of
the yarn and a "web" forms.

While everyone is still holding their yarn, the T will mention that it takes work to form this
web and the words are used similar to such a web. Then have 2-3 Ss let go of their yarn, the
web falls apart. The T then mentions, that everyone needs to use words as often as possible in
order not to forget them and become part of their vocabulary, of their ‘web’.

Time 10’

Homework

To write an essay on the importance of fashion and good looks. 180-200 words.