Lesson Plan

Centre Neuron English

Teacher Ema Redis
Week 13 Level FCE & CAE
1h 30min Lesson Type Unit 9
Lesson duration
Active – Passive Voice
Date 28th of November – 2nd 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: geographical features, the planets

Main skills:

 Grammar: active – passive tenses, modal passives, tag questions

 Reading: The call of the wild
 Speaking: asking for and giving permission, working out a solution

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 remote places through maps, descriptions and photos of very isolated
places;
 to revise and practice the passive and find out about two families who went to live a long way from
civilization;
 to revise modal passives and to expand and practice vocabulary for geographical features.

 Personal aims:

 To make the lesson as interesting and as useful as possible

Materials:

 Complete Advanced SB
Stage Stage aim Procedure Interaction Time
Self-confidence 10`

Confidence boosters

Some young people appear to be very confident compared

to others.

Being confident comes naturally to some people but for

others, it is something that they will have to work hard to
become. There are 2 kinds of confidence:

- External confidence – what the outside world sees;

- Internal confidence – what is happening inside you
that no one else can see.
Some people who appear to be very confident on the
outside may not actually be confident on the inside. The
opposite can also happen. However, a young person who
is confident in themselves may not appear confident to
others.

Being internally confident helps you to maintain

positive self-esteem and helps you to achieve your
potential and to have good relationships. There are
ways of boosting your confidence:
 What other ideas can you find to boost your
confidence?

Introducing Talking about remote places around the world, describing

Warm-up T-S 10`
the topic pictures and express opinions about living in one of those
places.
Task 1 Speaking  Students read the first sentence of the paragraph to T-S 20`
& find out the answer to the second question in 1 GW
Reading (remoteness, measured by how long it would take
1 to get to a big city). Ask them also to say what
pale yellow and deep red must mean in relation to
this (Pale yellow indicates the least remote, ie
most connected; deep red indicates most remote.).
Students read the rest of the paragraph to find out
where the deepest red area in the map on the right
must be (The Tibetan Plateau, the world’s most
remote place). Then students in pairs make a guess
at the missing lengths of time in the paragraph.
Collect a few answers quickly before revealing the
correct answers;
 Students spend a few minutes reading the
descriptions, matching them with the photos and
 identifying the cause of isolation, then checking
with a partner. After checking answers, assist with
vocabulary queries, e.g. sanitation (= sewage
facilities for removal of waste), the noughties (=
the decade 2000 to 2009);
- Extra idea: Ask more questions about the
information in the descriptions, encouraging
students to give answers using the passive.
1 What’s special about the mail in Supai? (It’s
delivered by mule.)
2 What’s happening at the ISS (= International
Space Station)? (All kinds of astronomical and
meteorological experiments)
3 How are the seeds kept safe in Svalbard?
(They’re kept underground.)
4 What’s special about La Rinconada? (There’s
no plumbing or sanitation; gold was
discovered there.)
 Give students a minute to think about the
questions; they then discuss them in pairs. You
could have class feedback on question 2, collating
on the board a list of all the difficulties of living in
such remote places;
 Students individually flick through the unit and,
without actually reading the text, decide on the
most interesting page. They then explain their
choice to a partner.

 Students listen to the interview once, answer the

questions and compare answers with a partner;
 Students read the multiple-choice questions and
Task 2 Listening attempt answer based on what they can remember.
Then play the recording again for them to make
final decisions. When checking, elicit evidence to
support each answer.

Task 3 Reading  In pairs, students decide who will read description T-S 20`
2 A and who will read B. Set a time limit for them to PW
read their respective descriptions on their own and
search for the answers to the questions. Then, as a
pair, they work through the questions together,
sharing and comparing the answers from their
texts;
 This focuses on three colloquial phrases from the
texts. Students work in pairs. Check answers to
question 1 first and make sure students understand
the three phrases; then they continue talking about
questions 2–4;
 Students combine a word from box A with a word
from box B to make collocations about being self-
sufficient that were in the texts. They then check
 with a partner and together make a list of other
words to go with the verbs, still on the topic of
self– sufficiency.

Exam IW
Task 4 Use of English, Part 4 Test 6 – REPHRASING 10`
practice T-S
PASSIVES
 Interactive lesson on Kahoot – grammar rules
and quiz;
 Students do the underlining individually, then
compare with a partner. As they go through, they
discuss together the reasons for passive use, as in
the example given;
 Point out that the aim is to practice passives, so
Grammar every answer should include a passive form. TS
Task 5 Students could do this individually or in pairs. 25`
practice IW
They shouldn’t look back at the texts initially, but
can do so once they’ve finished, to check their
final answers.
TAG QUESTIONS
 Students complete the four tag questions that were
used in the interview, compare with a partner, then
listen to the recording of the excerpts to check
their answers.