Lesson plan

Teacher: Diana Maria Amirei

Date: 18.03.2021
Class: X C, five classes per week
Level: FCE/B2
Textbook: FCE Gold (2015)
Unit: 6 It’s your call
Previous lessons on topic: Communication in the past vs present Talking about technology
– specific vocabulary. Communicating with others - specific vocabulary.
Type of lesson: Grammar teaching/revising
Type of interaction: Teacher – students, student’s individual activity, peer-feedback
Allocated time: 50min
Integrated Skills: Reading, listening, speaking
Methods: Audio-lingual, Communicative approach, Inductive (discovery of language in
context)
Materials and teaching aids: PPT presentation, textbook, Kahoot, online virtual board.

Aims:
Students will be able to:

recognise and correctly use passive structures

demonstrate understanding of how to use passive structures in different contexts
identify and retain information with a view to give feedback to their classmates
use newly learned/revised vocabulary and grammar in short “product advertisements”

Competency objectives:
At the end of this lesson students will be able to:

listen and match pictures of famous musicians with corresponding musical piece (quiz and
listening)
use pre-taught vocabulary/grammar to listen effectively and complete notes
pronounce technology vocabulary correctly
Understand details from the reading passage to complete a text
use model reading to write similar sentences about modern technological advances

Anticipated problems: time management issues due to students’ performing their tasks at a
different pace
 STAGE TEACHER’S ACTIVITY STUDENTS’ ACTIVITY TIME MATERIAL
S

Warmer Greeting class and setting up Google Students share experiences of the 2’ Google Meet Cre
Meet day. of c
enth
Teacher asks students about the highs
and lows of the week/the way they are
feeling about recent or current events
in their lives

Lead in T begins by asking Ss “How did people Ss give answers based on their 5-7’
use to communicate in the past?” T previous knowledge. To s
writes the keywords based on the Ss’ less
answers in the PPT presentation. Ss justify their choices PPT
T continues by providing a Kahoot presentation Find
activity that tests their general Kahoot alte
knowledge about the year each way of cho
communication was first used.
After the Ss finish the Kahoot T may ask
Ss briefly how they decided on their
answers.
Introducing T announces the topic of the lesson, Ss read the sentences from ex. 10’ FCE Gold Eng
content Passives and refers Ss to their 1/74 and underline/make notes PPT prev
textbooks, page 74, ex.1 or T can use on the passive forms after which presentation
Elicitation the PPT presentation as the support. they say their findings aloud. Ss r
T invites Ss to read and with their help disc
T will underline the passive forms in Ss think and say the structure of stru
each of the sentences. the passive form and how and
After this brief activity T elicits from when the passive voice is used.
the Ss the structure of the passive Ss i
form and writes the information in the gram
PPT. T also elicits the uses of the
passive structure.

Guided practice T invites Ss to look on the next page Ss read the sentences and choose 3-5’ FCE Gold Ss u
on the PPT presentation or on page 74 the correct alternative. PPT disc
and do the exercise 2. T allows Ss time Ss read their correct sentences presentation give
to work and then invites Ss to share and make changes if necessary.
their answers. T explains where
necessary.
T invites Ss to think about some of the Ss say the names of inventions of
Semi-controlled most useful inventions of the last 20 the last 20 years or more and how 10-12’ FCE Gold To p
practice years or so (based on a previous they are useful to us. Virtual topi
discussion). T will also invite Ss to say board acti
at least one usefulness for each voc
invention. T will record the ideas on to u
the PPT or on a virtual board. “tec

Then T asks Ss to think of something Ss think of inventions they would

that they would like to see invented in like to see in the future and say
the future to make their lives easier. what it is and what would it do.
T encourages Ss to think wild, regardless
of how silly or trivial the invention would
be.