MODEL EXAMEN

B1-nivel

50 min-max. 2 obiective (lesson aims) putem avea:

1. Teaching writing a letter/e mail(in order to write his friend)

2. Reported speech

Tip lectie: teaching

Etape lectie writing:

1. Lead in
2. Warm
3. Presentation
4. Control practice
5. Semicontrol practice
6. Freepractice-write to your ...

Etape gramatica:

1. Lead in /Warm
2. Presentation
3. Control practice
4. Semicontrol practice-ex pt a le veni usor redactarea e mailului-
text paragrafe lipsa, vocabular,
 5. Freepractice-write to your ...- activitatea cu completari-
interactiune

you need to teach your 14-year-olds in order to enable them to do

this activity: “You and your desk-mate have just been interviewed
for a radio survey about teenagers. Your big brother wants to know
what both of you were asked and the answers you gave. Write to
him so he’ll be interested in the radio survey when it is on next
week.” Create a short text you need to use in the process and make
a lesson plan to demonstrate the procedure for an average class (2
hours/week).

Etapele lecțiilor sunt specifice în funcție de skills? Pentru receptive

skills avem lead in, pre, while , post reading/listening, iar pentru
productive skills sa urmărim lead in, presentation, controlled practice,
semi-controlled practice, free practice ori trebuie indiferent de lecție
să urmărim etapele din lecția model?- DA!!!

Lectuule sunt diferite in functie de skill!!

Your 13-year-old students can read very short, simple texts. They
can find specific, predictable information in simple everyday
material such as advertisements, prospectuses, menus and
timetables and they can understand short simple personal letters.

Plan a 50min lesson by the end of which your students can do the
following activity: “Your friend wants to know about an event. Read
the information card and give your friend all the details about the
event.” Create a short text you need to use in this lesson to teach a
skill or a language structure.

LEVEL-A2

Aims:

1. Reading aifo ab an event or detail

2. Speaking- question ab an event

STAGIES:

1. Warm up
2. Pre reading
3. While reading
 4. Post reading- language study-around topic of speaking -start
organize control and semicontrol practice for speaking-details ab
event

Leson title

Decide what event want to use for their age- we personalize the lesson

if we create a reading activity, our lesson plan has to contain

controled/semi-controled or practice part?

free practice part*

control practice

semi control practice

free practice

Receptive Skills

Aims could be:

“Learners will read and understand the vocabulary and phrases related
to asking for items of food in a grocery store.
 1. Pre-Reading:

At this point, you should aim to discuss the topic with the whole class
or in groups.our purpose here is to discover how much your learners
know about the topic and the extent to which they are ‘primed’ for the
teaching material.Ask questions that are related to the learners’
personal experience.At this first stage, you should also aim to
generate interest in the topic of the lesson by showing images,
headlines or keywords.

2. Reading/Listening For General Understanding

Prepare a small number of questions that evaluate your learners’

general comprehension of the teaching material or extract relevant
information (three or four questions is an appropriate number) If a
listening lesson, play the recording once; if a reading lesson, have
learners read the text.

They answer the questions while engaging with the teaching material.

Plan for some not being able to answer the questions: allow time in
your lesson plan for replaying the relevant part of the recording, or
rereading the relevant part of the text.

3. . Reading/Listening For Specific Information

After general understanding, create a task that aims to check a more
detailed understanding of the teaching material.

As with the previous stage of the lesson, allow for repeated

engagement if necessary.

Before getting feedback, plan time for learners to compare their

answers in pairs or groups.

If certain questions are causing problems for many learners, allow

additional time in the lesson to focus on particular reading passages of
specific parts of the listening.

4. Post-Reading / Listening

A natural part of everyday reading or listening is for there to have

been a point to the whole thing: we read or listen to obtain
information and then do something with that information.

Your receptive skills lesson plan should finish with a productive

activity related to the topic. This task may be spoken or written.

A class discussion is a good activity, as is a role-play, or writing a

letter.
Always remember that receptive skills lessons are important, as they
reflect the way we generally obtain new information in real life.

They should, therefore, replicate the kind of actions we undertake in

our everyday reading and listening, but this should be balanced with
the necessity to repeatedly expose learners to the teaching material to
make sure comprehension is achieved.