Lesson Plan

Centre Neuron English

Teacher Ema Redis
Week 14 Level FCE & CAE
1h 30min Lesson Type Unit 7
Lesson duration
Reported Speech
Date 5th – 9th of December 2022

Information about the group:

- Tuesday 14:45 – face-to-face - there are 8 students in this group. Five of them are in the 8 th grade, two
in the 9th grade and one in the 10th grade. Three of them have passed the FCE Cambridge exam, one of
them the KET exam and the rest the PET exam.
- Tuesday 16:30 – online – there are 6 students in this group. One of them is in the 8 th grade and has
passed the FCE Cambridge exam, one is in the 9th grade and has passed the PET Cambridge exam, on is
in the 10th grade and has passed the PET Cambridge exam and three of them are in the 11th grade.
- Thursday 18:00 – online – there are 5 students in this group. One is in the 5th grade, two in the 7th
grade, one in the 8th grade and one in the 9th grade. One of them has passed the KET exam, three the PET
exam and one the FCE exam.
- Friday 16:30 – face-to-face - there are 7 students in this group. They are all in the 8 th grade. Two have
passed the KET exam, two the PET exam and three of them the FCE exam.

Vocabulary Area: heroes and villains, adjectives to describe villains/heroes, nouns with more than one
meaning

Main skills:

 Grammar: Reported speech – reporting verbs and their patterns; would and used to; modal verbs;
speculating about the past.
 Reading: How jokey is the Joker these days?
 Speaking: making confident and tentative statements

Personal development: critical thinking

Sub-skills: Receptive skills - to help the learners develop the necessary skills to understand and interpret
spoken or written materials.

Main aims:

 to introduce the unit topic of heroes and villains and to consider how to define a typical hero and a
typical villain in terms of their actions, in the context of a selection of films that students may be
familiar with;
 to expand adjectives and other vocabulary for describing villains and to revise and practice reporting
verbs and their patterns;
 to practice the use of would and used to for past habits and states, and modal verbs for speculating about
the past.

Personal aims:
  To make the lesson as interesting and as useful as possible

Materials:

 Complete advanced SB

Stage Stage aim Procedure Interaction Time

Introducing Talking about movies, heroes, villains, making confident

Warm-up T-S 10`
the topic and tentative statements.

 Go through the list of adjectives with the class and

assist with the meanings of unfamiliar items.
Students choose which ones to circle individually,
then compare with a partner and justify their
choices where they differ. T-S
Task 1 Vocabulary 10`
 Tip: If students have difficulty choosing, since all PW
of the adjectives could be considered relevant, tell
them to choose their top ten, which makes the task
more finite.

 Students listen to the conversation for more

information about Catwoman, then compare
answers in the same small groups as in 1;
Task 2 Listening  Students note down the information they can TS 10
remember, then listen again if necessary to check
and expand their notes. They can check in pairs
before class feedback.

 Students look at the photo and talk about the

questions in pairs;
Task 3 Reading  Students work out the meanings individually, then 15`
compare with a partner;
 Students talk about the questions in pairs.

Task 4 Writing &  Draw students’ attention to the use of T-S 20`
Speaking they/their/them instead of he or she in the GW
questions and elicit from them (ask: Why do the
questions use ‘they’, ‘them’ and ‘their’ about a
singular villain?) or remind them that we often use
they in this way when we don’t know if the person
is male or female, to avoid the cumbersome he or
she. Students use the questions to focus their
online research about their favourite villain, then
write a paragraph about them individually as
directed.
 Tip: Establish a word limit from the beginning, eg
120 words, to give students some idea of what
level of detail they should be aiming at.
  In groups of four or five, students take turns to
show their photo and read out their description and
the others guess who it is, asking questions if
necessary. (You could make this more challenging
by just having them read out their descriptions.)
Monitor the group work and assist where needed.
When all the villains have been presented, each
group votes for the best baddie, then shares their
choices with the rest of the class.
 Give students a few minutes to discuss the
question in groups. Encourage them to think about
Hollywood films from different past decades
they’ve seen or know about. Then students read
the blogpost A potted history of women in
Hollywood on page 77 to find relevant
information, and compare with a partner.

 Polite indirect questions: students rewrite direct

questions as polite indirect questions;
 Learners read an advert and answer some
Writing a
questions; IW
Task 5 formal 10`
 Students complete a paragraph plan to revise how T-S
letter/email
an email is organized;
 Talk about formal and informal language;

 Students work in pairs and divide up the eight

questions between them. They answer four each
from memory, tell each other their answers, then
together refer to the article to check all eight
answers. When checking, elicit each answer from
a different pair and focus particularly on the
reporting verbs in bold in the exercise and the
patterns used with them, and write these on the
board;
 Students work in pairs to decide the possible direct
speech / thought for each reported speech
statement in 1. When checking, write the direct
Grammar TS
Task 6 verb forms near the reported forms from 1 on the 10`
practice IW
board;
 Remind students of the tense and pronoun
changes in reported speech and the different
ways that say, tell and ask are used. Point out
or elicit that ask can also be used with question
words, eg why, when, where, how, whether, etc.
 Students complete the verbs individually, then
check with a partner. Give them a few minutes for
this. When checking, elicit spelling and write the
answers on the board;
 Students do the exercise in pairs, then compare
answers with another pair.