Lesson Plan

Level: Upper Intermediate (9th grade)

Subject: English Language
Topic: Changing World (Environment)

Objectives:
1. to use words of the same family (nouns or adjectives) in their correct form;
2. to identify correct adjective/noun forms in an FCE-style task (word formation
practice);
3. to predict what a listening passage is going to be about;
4. to train students to identify specific information while listening;
5. to focus students’ attention on different future forms (ways of expressing the
future);
6. to practise future forms;
7. to practise present and future forms in a personalised context.

Contents:

Warmer (Estimated time: 3 minutes)

The teacher asks students if they like proverbs, if they know any
English proverb, then writes one on the board.
Students will be asked to give the Romanian equivalent.

Objective 1 (Estimated time: 5 minutes)

The teacher asks students to open their course books and do exercise 4
on page 7, paying attention to the correct form of the words they use
(nouns or adjectives), with the aid of exercise 2, page 7.
Two or three students are asked to come to the blackboard and write
their answers for exercise 4.
The teacher, together with the students will correct the mistakes, if any.

Objective 2 (Estimated time: 10-15 minutes)

The students analyse the picture of the Thames Barrier on the river
Thames in London (coursebook).
The teacher asks students to think what the Thames Barrier could be
for and then read the paragraph about this topic from their coursebook
to check their answers (exercise 1, page 8).
The students are asked to do exercise 2 on page 8 and fill in the gaps
with the appropriate form of the missing words; once they have
finished, they could write their answers on the board.
The teacher asks students to discuss in pairs the questions in exercise 3
on page 8, concerning the Thames Barrier as a tourist attraction.

Objectives 3 and 4 (Estimated time: 10 minutes)

1
 The teacher writes on the board the word ENVIRONMENT, tells
students that this will be the theme of the passage they are
going to listen to, and asks them to brainstorm likely
vocabulary (which will be written on the board).
Students will be asked to do exercise 1 on page 8 (right), i.e.
discuss (in pairs) the photos and answer the questions.
The teacher asks students whether they would like to go to
Antarctica and why; if the answer is yes, they will be asked
what they expect to do and see there.
The teacher asks students to look at exercise 2 on page 9 and
solve the pre-listening task; before students choose their words,
teacher has to check if they know the meaning of the words
calories and ecosystem.
The teacher plays the recording once, then asks the students to
complete the task in exercise 3 on page 9; one student will
come to the board and write the answers.
The teacher explains that the questions in exercise 4 on p. 9 are
in the same order as the information on the recording and plays
the recording a second time.
Students will answer the questions in exercise 4 individually,
and then someone will come to write the answers on the board.

Objectives 5 and 6 (Estimated time: 10 minutes)

The students will do exercise 1 on page 9 (right), i.e. complete

the rules in the box by writing either will, going to, the present
simple or the present continuous.
The teacher asks for their answers.
Students will do exercise 2 on page 9 (right), by choosing the
best verb form in each sentence.
The teacher checks for their answers and indicates them to also
take a look at the Grammar Reference on pages 154-5.

Homework

Students will be asked to do exercise 3 on page 10.

Teacher’s materials/devices:
1. Richard Acklam and Araminta Crace, Going for Gold –
Upper Intermediate, coursebook and teacher’s book,
England: Pearson Education, 2003.
2. An audio cassette recorder and the Going for Gold
cassette.

Additional materials:

2
 1. William L. Allen (ed. in chief), National Geographic,
“Antarctica”, article by Roff Smith, photos by Maria
Stenzel, vol. 200, no. 6, Dec. 2001, pp. 2-51.
2. The Centre for Astrophysical Research in Antarctica,
“Cold Facts about Antarctica”, article found at
http://astro.uchicago.edu/cara/outreach/coldfacts.html.

Note:
The additional materials will be used as a back-up, in
case there would be problems with the listening activity
process.

Lesson plan made by:

CRISTINA FLOREA, student at the “North University of Baia Mare”,

4th year.