LESSON PLAN 3 (11 A)

Teacher: Istrate Laurențiu Gabriel

School: Colegiul Național ”Ștefan cel Mare”, Hârlău
Date: January 12, 2022
Class: 11th grade (Maths-Computer Programming)
Level: C1
Lesson: Urban living
Type of lesson: reading for specific information, acquiring vocabulary, developing
conversational skills
Skills: reading, speaking
Teaching aids: textbook, blackboard, pieces of paper
Textbook: Objective Advanced
Time: 50 min
Method: communicative approach

Objectives
 To develop students’ ability to read for specific information
 To extend student’s vocabulary related to urban life
 To predict the future using modals and different ways of expressing future
 To develop teamwork skills

Procedure
Stage 1. Warm-up and introduction (5 min)
Teacher reveals the topic of discussion (urban life) and the purpose of the lesson (the idea is
to become familiarized with the type of environment we live in; most of the students might
take up residence in a big city in the future – a place where they can find a good job and come
in contact with people). After students understand the importance of the topic, the teacher can
ask them some general questions to break the ice: Would you like to live in a big city? What
are the pros and cons of urban life? Do you consider yourself a city dweller? What does
“urban” life look like in your hometown?). Then, the teacher introduces them to the article
from the textbook.
Stage 2. Reading for specific information + vocabulary exercise (15-17 min)
Teacher asks students to open their textbooks at page 59 and take a look at the text called
“The Perfect City”; they will have to look for the specific paragraphs that mention the features
of an ideal / “perfect” city and, together with the teacher, to build a word diagram containing
all the phrases related to the idea of “perfect city”. Some passages might only suggest the
characteristic, so they have to take that paragraph into consideration too. After building the
diagram, they can comment on the writer’s opinion and add more features that fit the
description. They can also solve the vocabulary exercise from page 60 in order to learn new
collocations that are actually used in the text.

Stage 3. Speaking part: predicting the future of urban life (20-25 min)
During this activity, students can use their imagination, but also their knowledge about
science and technology, considering that they are a Math class interested in these topics. They
will be organized in groups of four or five; each group will receive a piece of paper describing
an aspect of living in the city; they will have to come up with ideas of how cities will develop
in the future and each team will concentrate on a different department; there might be seven
or eight different aspects, such as ARCHITECTURE, TRANSPORT, LEISURE
ACTIVITIES, PEOPLE’S PHYSICAL APPEARANCE, NIGHTLIFE, FOOD AND
RESTAURANTS, SCHOOLS, JOBS. Although this part of the lesson focuses primarily on
speaking, the teacher might offer some grammar tips that can help students predict the future:
they can use “will” to talk about a prediction with a high degree of certainty, “may” or
“might” for a lower degree of certainty. He will also act as a prompter and try to help students
and support them in their endeavor. At the end of the activity, some teams will present their
ideas; the team members should divide their presentation so that each person should speak.

Stage 4. Preview of the next lesson (5 min)

In the last minutes, the teacher will focus on grammar aspects that will be discussed during
next class; he will point out that we can use “will” and the aforementioned modals in order to
make predictions based on our belief, but we can also express prediction with other forms of
the future such as “be going to”. The teacher won’t reveal too much though, because this is
only a preview of the next lesson.