Nr.

Stage Time Competences Teacher’s actions Student’s actions Methods and Patterns of Evaluation Comments
techniques classroom
interactions
1 Organization - to get organized Greeting the Greeting the Dialogue Teacher –
and ready for the students. teacher. Repeating in student
lesson - - Good - Good morning! chorus
morning, dear And repeating
students! I am glad after him: ‘Good
to see you! Now morning, good
repeat after me: morning! How are
‘Good morning, you? I am fine,
good morning! How thank you! And
are you? I am fine, you? I am fine,
thank you! And too! I am having
you? I am fine, too! English now and
I am having English English is fun! I
now and English is am here to write
fun! I am here to and to read, to
write and to read, to listen and speak!
listen and speak! And I love it!”
And I love it!”
Thank you! Please, Students name
take your seats! their colleagues
Marking the who are absent
absences. and mention those
- Is anyone absent who are sick.
today? Is anyone
sick among those
who are not present
at the English class
today?

2 Warm-up - to get tuned -Now you shall The students listen Explanation Group work
emotionally as a work in two groups. to the instructions
result of getting You are about to of the teacher.
1
interested in what receive a set of
is coming on pictures and letters
cut up of paper and
that you need to
examine carefully
and determine what
the topic of the
- to be able to lesson is and stick
express ideas on the letters together
the topic: in order to define it.
‘Relationships’ (App. 1)
Please, counter The students move
yourself from 1 to 2 actively, building
and come nearer to the groups.
those having called
the same number.
Know that there are
only two minutes
you have on your
disposal to work on
it.
- I will share two The students Discussion Group work
sets of the same watch attentively Brainstorming
pictures to each the pictures and Conversation
group. You need to discuss what the
choose a person to topic of the lesson
represent the group, is. Each student
whose task is to offers ideas and
name the most they stick the
appropriate topic. letters together in
(App.2) order to make up
the topic of the
- Very nice! All your lesson. A member
ideas are acceptable of each group
and possible. The raises the hand and
correct variant is: says what topic
Relationships. has occurred to
2
Please come to the them.
blackboard and stick
the word, you have A student sticks Teacher-
determined in the the word student
center of it. Now ‘Relationship’ on
take your seats the blackboard.
again and write All the students
down in your take their seats and
copybooks the topic put down the topic
of the lesson, which of the lesson:
is: ‘Building ‘Building
Relationships’. relationships’ in
their copy-books.

- Now that we have

determined the topic The students say
of the lesson, we are words, phrases,
going to come up short proverbs,
with words, notions, that link with this
phrases that appear topic.
into your mind,
concerning the term:
‘Relationships’.
- I shall put your
ideas down on the
blackboard.
(App. 3)
- You are very bright
students, my dear! The students think Individual
You have really of a definition and work
come up with many some of them
ideas about this communicate it to
notion. This the class.
gladdens me a lot!
- Please, write your
own definition to
this term,
3
 incorporating as
many ideas as
possible and speak it
loudly to the class.
(App. 4)

3 Teaching -to understand - I hope you have The students listen Repetition in Teacher-
pronunciation the correct warmed up a little. to the teacher and chorus student
pronunciation of Now we are going try to imitate the
 Presentation the words, to work on correct
paying attention pronunciation. pronunciation of
to what syllable - Please, repeat after the word.
the stress falls in me the
different words pronunciation of the
key word of the
lesson:
‘Relationship’ and
pay attention to the
syllable on which They watch the
the stress falls. I will movement of the
use my fingers to teacher’s fingers
show which is the when pronouncing
syllable where the the word, trying to
stress falls, by imitate.
closing the fingers
when unstressed
syllable and opening
them when stressed.

-to be aware of - Now write in your The students put Graphical

the way the copy-books the down notes on the representation
stress of the scheme of the graphical
words in graphical representation of
indicated in the representation of the the word.
dictionary stress in the word
‘relationship’.
4
 (App.5)

- You must already

have noticed that in
dictionaries the
stress of the words
is marked with a
comma before the
syllable which is
stressed. The students Explanation Teacher-
-In order to present watch attentively student
the rules of and listen to the
pronouncing the teacher’s
stress of the words explanation of the
correctly, I shall rules.
stick on the
blackboard, near the
association diagram
a sheet of paper with
a table drawn on it,
in which the main
rules of stressing the
words are included.
(App. 6)

 Practice - to -Having learnt how The students Discussion Teacher-

determine the to determine the participate at student
correct stress of stress of the words, I deciding the
the words shall give you some column in the
words. Your task is table, where the
to determine the words mentioned
stress in the by the teacher go.
following words and
include them in the
appropriate column
5
 in the table.
(App. 7)

- You have dealt The students listen

very well with this to the task.
task!
- Now we are going
to perform another
activity. You are to
receive handouts
with a list of words,
the stress of which
is indicated on
different syllables
and your task is to
read each variant
loudly and decide
which of the given
variants is the best
one, or sounds more
natural.
(App. 8)

- I will deliver to The students Handouts Individual

each of you a receive the work
handout. handouts and look
carefully through
-Please, read the it.
- to easily create words, stressing the The students read Conversation Frontal
correlations syllable which is one and the same Debate
between the marked as stressed word, emphasizing
speech patterns in the paper. the syllable which
and words is marked as
according to the -Which variant of stressed.
stress. pronouncing the The students
word sounds more choose from the
natural, or better?’ row of variants of
6
 pronouncing the
-We are going to word, that variant
continue with a new which seems to
practice activity. them more
- What makes more appropriate and
fun the learning than communicate it to
a game?! the class.

-The game is called The students show Explanation Frontal

‘Stress dice’. themselves Game ‘Stress
enthusiastic about dice’
- You will be the upcoming Work papers
divided into two game. Dice
groups and you will
receive a worksheet
and a dice. Each
side of the dice
corresponds to a
stress pattern, as
seen on the paper
you are going to
receive. Each
member of the
groups will throw
the dice and move
inside the serpent
till you find the
word, corresponding
to the stress pattern,
suggested by the The students listen Group work
side of the dice. If to the instructions.
you reach the square Then they receive
with the notification the handouts and
Miss a turn, than they start playing.
you have to Each member of
continue playing the groups throws
after a turn. The the dice,
7
 winner is the one determines which
who first reaches the stress pattern he or
square Finish. Now she is to look for
I am going to hand and moves to the
in to you the papers appropriate
and the dice. You square, containing
have 7 minutes for the corresponding
the activity. word.
(App. 9)

- If you have
questions, please,
feel free to address
them to me.
-Very well done!

 Testing - Further on you are The students Test paper Individual

- to be able to going to work receive the work work
use the individually on paper, read
knowledge in work sheets and you carefully the
determining the will have to words, ask
correct stress of determine the questions if they
the words appropriate stress in do not understand
the words given, exactly the task.
following the The students think
criterion of their and decide upon
stress. the stress of the
(App. 10) words given.

-Please, share the

papers, by taking
one and passing the
rest to the others.
-I shall gather your
work-sheets and
check them.

8
4 Teaching vocabulary - to present the As we made it quite The students offer Brainstorming Teacher-
new vocabulary clear earlier, we are a short definition, Definition student
 Presentation on the topic now to discuss or explanation to Explanation
‘Relationships’, about ‘Building each word, Examples
using the direct Relationships’. providing with an
method Look at the example when
(explanation, blackboard please, needed, in order
definition, and let us define they illustrate the
exemplification) each notion we see: notion.
reliability, empathy,
love, affection, They write down
tolerance, … and we in their copy-
shall add some more books the new
terms to the list terms, trying to
(stimulus, response, understand their
reflection, value, meanings and
difficulties, friends, listen to the
family, decisions, explanation of the
responsibility, teacher of the
barrier,…) in order words which are
that you can enrich not known.
your knowledge of
words and be able to
convey more
information, when
expressing your
opinions about this
topic later during
this lesson. In order
that you are also The students
active, you will receive the work
receive work cards cards and try to
with a term written offer their own
on it and you should explanation to this
give yourself a word or retell a
definition to it or short story
retell a short story connected to the
9
 connected to this term they extract
word. from the pile.
(App. 11)

 Practice -to use the Now, in order that The students listen Exercise Individual
vocabulary to we apply the attentively to the practice work
perform a task vocabulary, I shall teacher’s
regarding word- offer each of you a indications. They
building, work sheet with a receive the work
completing a table on word- sheets and
questionnaire, building. You are to complete the table,
explaining the mark the prefixes inserting a mark in
three types of that are suitable for the cassette,
friendship from each word given in indicating a
Aristotle’s point the first column in possible building
of view the table on building of a new word by
words. joining a given
(App. 12) word with a
prefix.

- Let us check the The students read Teacher-

results! Please, each from the table and student
of you will read correct the
about one word. mistakes if any.
- Very well! Let us
now continue with a
new task.

-You are going to The students form Work sheet Group work
work in two groups two groups and Matching items
now and determine receive the work
what aspects of sheets and they
personality and examine the
relationship there comments. After
are and match some that they write
comments with the each letter
10
aspect they refer to. corresponding to a
At a side on the comment in the
work paper you will field reserved for
see a scale. After them in the
matching the scheme about the
comments with the aspects of the
aspects given in a personality. Then
scheme above, you the students decide
are to insert in the upon the scale of
cassettes the aspects aspects in the
of the personality personality.
which to your mind
are the most
important in
forming a strong
relationship.
(App. 13)
You have got ten
minutes to perform
this task. Now,
please, count till two
and come closer to
your group
members. Here are
your work sheets.

-If you are through,

let us check your
answers.

-Very nice job!

Thank you! Not get
your seats.

- Let us pass to The students Conversation Teacher-

another very answer what kind student
interesting activity. of relationships
11
But first, please, people build
answer this (family
question: What kind relationships,
of relationships do friendship,
people build? teacher-student,
teacher-parent,
-Ok, very well! doctor-patient,
shop-assistant-
client,…).

-What do you think The students Open-ended Teacher-

is the most consider that the questions student
important in a most important
friend’s personality? thing in a friend’s
personality are: to
be friendly,
confident,
generous, serious,
helpful, funny,…

- Now we found out The students listen Questionnaire Work in

what you appreciate to the indications pairs
most about a friend, of the teacher,
but next we are concerning the Individual
going to find out new task and they work
what kind of friends cooperate with
you are. I will each other in pairs
deliver you a to be sure they
questionnaire on the understand each
topic: What kind of word. Then each
friend are you? of them answers
(App. 14) the questions and
then check their
You will work in scores
pairs. Read the individually.
questions and when
12
encountering
problems with
understanding
words or the
question, please
your partner has to
explain it to you. If
you both do not
understand the
word, then you are
to ask me.
- Please, deliver the
work sheets to the
rest of the class.

- Is there someone Two or three

who might want to students read the
share the results results they have
with the class so that reached, sharing
we also know what how the
kind of friend you questionnaire
are? described them as
friends.

- Each of you will

receive a work sheet
with a text about
relationships. Your
task is to fill in with
the missing notions.
You have 7 minutes
to perform this task.
(App. 15)

- Here are the work The students get Filling-in Individual

papers. Distribute the work sheets, work
them to each of you! read it carefully
13
 once, then fill in
-Now, let us read the the missing words,
text aloud and which to their
correct the mistakes mind are suitable
if any. in the context.

-You have made

some mistakes, but
in general the work
was very well done!

 Testing - to be able to After having The students listen Closed-ended Individual

answer practised the usage carefully to the questions work
appropriately at of different terms on teachers
the questions, the topic instructions.
concerning the ‘Relationships’ you
terminology on are to receive a test They take the
the topic in the form of a work papers and
‘Relationships’. knowledge quiz. answer the
You must write in questions in
the cassette the written form.
answer to each
question.
(App. 16)

-Take the work

papers, please!

14
5 Teaching grammar - to be able to -We will continue The students Explanation Individual
perceive the new our lesson with a follow the Exemplification work
 Presentation grammar unit grammar topic explanations of the
concerning which might seem teacher and ask
Passive Voice of to you a little questions when
the verbs. complicated at the something is
beginning, but it is a unclear to them.
very interesting one,
namely: Passive
Voice!
-What is Passive
Voice?
- Passive Voice is
used when the focus
is on the action. It is
not important or not
known, however,
who or what is
performing the
action.
-You are going to
receive a work sheet
on rules concerning
Passive Voice and
you will follow me,
while explaining.
(App. 17)
-Look at this table
please and listen
carefully what
changes happens
when passing from
Active into Passive
Voice! If you
encounter problems
15
 in understanding,
please, address me
questions!

 Practice -to form the The students Practice Teacher-

habit using the - Let us imagine the receive the work exercise on student
Passive Voice in actions from the sheets and focus Passive Voice
the appropriate point of view of the on the task,
context. objects on which the changing the
actions occur. sentences into
- I will distribute Passive Voice
you worksheets and according to the
we will build rules.
sentences in Passive
Voice.
(App. 18)
-Take the work
sheets and let us
commence with the
sentences given
here.
- Ok, the results are
pretty good! Let us
keep on working!
- Our next activity The students listen Writing Individual
requires from you to to the teacher’s sentences on work
write a sentence in indications. the pictures.
Passive Voice to
each picture in the
worksheet.
(App. 19)
The students write
- Please, take the
a sentence to each
16
 picture below it
worksheets!
and read their
- You have got four sentences to the
minutes on your class.
disposal to finish the
task.
- Let us now check.
- Wonderful! Looks
like you are making
 Testing a great progress!
- to be able to The students Test paper on Individual
recognize the complete the test. Passive Voice work
need of the usage -Next I would like
of the Passive to offer you some
Voice more tasks and you
will have to work
individually and we
will check your
knowledge. Please,
take the papers and
distribute them to
the rest of the class.
(App. 20)

6 Teaching Reading -to develop the Our next activity The students Worksheet Individual
students’ ability will be to read an receive the Hypothesis
 Pre-reading to make interesting text, worksheets and
hypothesizes on concerning they think
the message that friendship. Here is a individually on the
the information table, thought by message of the
contained in the Aristotle. Please, table.
table conveys look at it carefully
and try to determine
what the message of
the table is. Here are
17
 the worksheets.
(App. 21)
-Now let us see The students Conversation Frontal
what your answer what they work
assumptions are. understand from
the table.

 While – -to get -Now you will The students read Reading Individual
reading information receive a worksheet the text carefully, Extracting the work
about the with the text, and extract all the notions from a
Aristotle’s containing the notions related to context
friendship types description of the the topic of the
table. You will read lesson in the chart
it and extract while made at the
reading all the beginning of the
notions that refer to lesson. They write
the topic ‘Building the unknown
Relationships’ and words on the blue
add them at the work cards, that
association chart in they receive from
your copybooks. the teacher.
Write all the
unknown words on
the blue work cards
that you are to
receive. There are 7
minutes to perform
the task.
(App. 22)

 Post-reading -to be able to -Now that you have The students work Conversation Work in
explain the finished to read the in pairs. They pass pairs
content of the text, you are to work each other the set
text ‘Aristotle’s in pairs. Take the with words which
friendship types’ yellow work cards were unclear to
within a short and write a them. Each of
presentation synonym for the them searches for
18
word that your an answer to the
partner did not other’s set of
understand from the words. They
text. Explain to your explain their
partner what the meaning, think of
unknown to him/her a synonym, write
words mean. Use a it on the yellow
dictionary, if work card and
needed. stick it over the
(App. 23 a, 23 b) blue one.

-Now let us discuss The students say

about the main ideas what the three
embodied in this types of
text. Please, define friendships,
the three types of according to
friendship the text Aristotle there are.
refers to.

-Now you will have The students Retelling Group work

to work in 3 groups. discuss about the
You are to write on characteristics of
a worksheet how the three types
you understand the friendship, using
types of friendship, the vocabulary
written on the work from the text, and
sheet. they write the
-Please, present main points on the Short
your worksheets to worksheet and Presentation
the class. present the results
(App. 24) to the class.
I shall stick the The students move
worksheets on the around the class
wall and each of you and take notes.
will have to come
and take some notes
about each type.
19
7 Teaching listening -Now, my dear
-to activate ideas students we shall
 Pre-listening concerning continue our lesson.
friendship that Look at the
are to be heard in following
a spoken lecture information.
(App. 25)
Answer, please,
these questions:
1. What is a friend? The students read Worksheets Individual
2. Are there the information in Questionnaire work
different kinds of the border. They Audio Pair work
friends? offer answers to recording
3. How can you the given
make friends with questions.
someone?

 While-listening -to concentrate -Now you are going The students listen
on listening and to listen to a lecture to the first part of
on the about friendship. the introduction
information Listen to the first and make a note
being conveyed part of the on the research
and make notes introduction and source.
on the source of make a note on the
information, the research source.
order of ideas,
the true/false -Listen to the The students listen Notes-taking Individual
value of the second part of the to the second part Ordering points work
given statements introduction. Which of the introduction True - false
points will the and number the statements
lecturer talk about in correct points in
the main body of the order.
lecture? Number the
correct points order.
20
 There are some
extra points.
-Listen to the main The students listen True/False Individual
parts of the lecture. to the main part of statements work
Decide if each given the lecture and
statement is true (T) decide if each
or false (F), statement given is
according to the true (T) or false
lecturer. (F), according to
(App. 26) the lecturer.

 Post-listening -to apply the -You will receive a The students Questionnaire Individual
information that handout and task is receive the work
had been offered to consider the handout and mark Work in
for listening to following the statements that pairs
the real world by statements and to are true to them.
deducing their mark those that are They make
own true to you. Be exchange with
characteristics in honest! You are to their partners and
the posture of a check the answers check the answers.
friend. with someone who Then the students
knows you. Then interpret their
you shall read the results.
interpretation given
and agree or
disagree.
(App. 27)

8 Teaching speaking -to give the -Now we are going The students Handouts Individual
students the to continue our receive the Explanations work
 Pre-speaking opportunity to lesson. You are to handouts and they Open-ended
speak on the receive a handout read aloud the questions
typology of with some information
people (The explanations of contained on the
Dictator, The particular English leaflets. They
21
 Weakling, The words, describing answer the
Calculator,…) different persons. questions below
Your task is to read the information
loudly the statement presented.
and answer the
questions.
(App. 28)

-to engage the -Our next activity The students Discussion Group work
 While - students in a will be to express organize Creative
speaking conversation your opinion about themselves into a thinking
with the whole the best solution in a circle and they
members of the problem. Now you receive the
class, expressing will receive a worksheet. They
their own worksheet and you read the problem.
opinions and will read the Then they answer
solutions on how problem, answer a the question:
they should react question and then ‘What do you
if they have analyze the given normally do in this
upset a friend of solutions. Please, situation?’. Then
theirs. organize yourselves the students read
into a circle and face the solutions given
-to use as much each other. Here are and they discuss
specific your worksheets. upon them.
vocabulary as (App. 29)
possible

22
9 Teaching writing -to discuss the -Now we shall The students Explanation Frontal
main ideas and continue our lesson receive the Worksheets
 Pre-writing points before with a very worksheets and Analysis
writing in order interesting activity. they listen to the
to be able to But first, answer to teacher’s
fulfill the writing me: have you ever explanations on
of an informal had to write a letter how the structure
letter, using the to a friend, relative of the letter is.
new acquired or any other person?
skills. We shall learn today
how to do it in
English.
You will receive a
worksheet, on which
explanations on how
to write a personal
letter are given. We
shall analyze them
together.
(App. 30)

-Further on we have The students read

got two examples of the letters in the
letter writing in both examples and pay
British and attention to the
American style. Let content and the
us read the letters, structure of the
paying attention to letters, naming the
how the letters are differences they
structured and what notice in both
their content is. styles of letters.
(App. 31)

 While – -to be able to -Having explained The students Letter writing Individual
writing write a personal how to write a letter, receive the work
letter to a friend you are now to write worksheets and
or a relative, a letter of your own. they make the
23
10 Homework -to give the Now you will The students put Teacher-
homework receive your down their student
homework. First of homework. Frontal
all you have to learn
the new vocabulary.
Revise the grammar
rules on Passive
Voice, because next
time we will need
when writing formal
letters.
And you have to
write a personal
letter to a friend,
speaking of a piece
of literature you
have enjoyed
reading very much,
pointing out the
reasons you why
you like it so much.

11 Evaluation -to appreciate the Thank you very The students listen Evaluation Frontal
lesson and much for your to the teacher’s Teacher-
pupil’s activity. active participation! evaluation of the student
Each of you did a lesson and their
wonderful work! activity.
Each of you
receives a good
mark, because you
were all active and
brave! The lesson is
over. If there are no
questions, you are
free. See you next
time!
24
25