English Lesson Planner

Selin

TP5 - Upper-Intermediate B2 level

TP5
Upper-Intermediate B2 level

Materials

Latham-Koenig, C. & Oxenden, C. (2014) English File UpInt Ss Bk 3rd Edition, OUP

Latham-Koenig, C. & Oxenden, C. et al. (2014) English File UpInt Ts Bk 3rd Edition, OUP

Latham-Koenig, C. & Oxenden (2014) English File UpInt Wk Bk 3rd Edition, OUP

Folded-Paper Handout

Latham-Koenig, C. & Oxenden, C. (2014) English File UpInt Ss Bk 3rd Edition, OUP

Latham-Koenig, C. & Oxenden, C. et al. (2014) English File UpInt Ts Bk 3rd Edition, OUP

Latham-Koenig, C. & Oxenden (2014) English File UpInt Wk Bk 3rd Edition, OUP

Folded-Paper Handout

Main Aims

To provide clarification, review and practice of adjectives and adverbial phrases in the context of fifty-word story

Subsidiary Aims

To provide clarification, review and practice of adjectives and adverbial phrases in the context of fifty-word story

Procedure (45-59 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The teacher starts the lesson with a positive attitude then, starts the lesson. The teacher projects the picture of the story on page 29, activity 2a on the whiteboard. Then, the teacher asks the following questions: -what do you see in this picture? -is she happy or sad? -what might have been? The teacher gets the students to work in pairs and then talk about what the picture might have been. The teacher gives two minutes to the students

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

The teacher hands out the story, gives some time to them, and asks the students to read the story. Then, in order to check their answers, the teacher asks the pairs if their answers match with their guesses.

Highlighting (2-4 minutes) • To draw students' attention to the target language

The teacher projects the activity 2b on page 29 on the whiteboard. The teacher asks the students to work in pairs and talk about what the difference is between two structure.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

The teacher gets the students to do activity 2c on page 29. The teacher gives some time to the students to do the activity. Then, when the students finish the activity, the teacher asks the students to swap their papers The teacher projects the answer key on the whiteboard and asks the pairs to put tick on their partner's paper if it is true and put cross if it is false. Then, the teacher explains the differences between the adjective and adverbial phrases in this stage and focus on the pronunciation briefly.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

The teacher moves on activity 3a on page 29 and distributes the activity on the paper. The teacher gets the students to work in pairs and asks them to tell the words aloud to each other and underline the word stresses. Then, the teacher plays the listening track and shows them the word stresses.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

The teacher gets the students to listen to the track and gives the worksheet. Then, the teacher hands out the worksheet of activity 2b on the page 29 and the students do the activity. The teacher projects the questions on the whiteboard and students come to the board and show their answers individually on the whiteboard.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

The teacher gets the students to work in group of three, hands out the paper written a set of adverbial phrases on it and the teacher asks them to write their own sentences and fold the paper. Another person will write the sentence and in this way they will complete the paper. Finally, they will read who has written what. The teacher will encourage the students to be creative and fun.