Mays Shareef Mays Shareef

Assessment TP 4
Upper-Intermediate, B2 level


In this lesson, the students will be mainly working on 3 different skills: Listening, speaking and writing. First, the students will be introduced to some vocabulary. Then, they will listen to story of a moral dilemma which provides a good speaking activity. Then, the students should think about an ending to the story. The given vocabulary might help the students use them in the writing. In this lesson, the students will have the chance to discuss different endings of the story which leads to an effective speaking and writing activity.


Abc Whiteboard
Abc CD 1.31 (Clandfield, L & Robb Benne, R, Global Upper-Intermediate Student's Book Macmillan (2011))
Abc Balnk sheet
Abc Handout P.25 "Extend your Vocabulary" (Global Upper-Intermediate Macmillan (2011))
Abc A picture ( Google Images)
Abc Cards (Global Upper-Intermediate Macmillan (2011)) P.25 "Extend your Vocabulary"

Main Aims

  • The main aim of this lesson is to give the students practice in the integrated skills of listening, speaking and writing.

Subsidiary Aims

  • In this lesson students will be introduced to some vocabulary so they can use them in their writing.


Warmer (1-2 minutes) • To get Ss interested in the topic.

- Ss will see a picture on WB and I will ask: "what do you see in the picture? "when does his nose become that long?" "How do you describe the character Pinocchio? " - Once I get the word "dishonest" from the Ss, I write it on WB as well the word "honest" in two columns with happy smiley face over the word "honest" and sad smiley face over the word "dishonest". - I ask Ss "Is being honest like being in a high position or being low down?" - I write on WB.

Vocabulary (9-11 minutes) • To focus on target language.

- I show the Ss a card that says "She has very high standards" and ask students to decide where they would put it, whether under the happy face column or the sad face one. Then, I stick it under the happy face column. _ I show Ss another card that says " She's an upstanding member of the community" and ask Ss again if this sentence has negative or positive meaning. I stick it under the happy face column. - I show Ss another card which says "Nobody believed she'd stoop to that". I ask Ss if they think this sentence has a positive meaning or negative and where to put it. I put it under the sad face column. - I Show Ss one more card that says" She played an underhand trick on him" Again Sst should predict if it has a positive or negative meaning. I stick it on WB. - And the last card says " Her fall from grace was a swift" and I ask Ss how about this one. Then I stick it on WB in the correct column. - I show the Ss the handout and give them instructions that in pairs they need to match the situations 1-5 to the above sentences. - I take FB by putting the correct number of the situation next to each card on WB. - Finally, I explain that all the highlighted words are called metaphors and I will say what a metaphor is briefly.

Listening/Specific information (3-4 minutes) • To practice detailed listening

- I say "Ben is in trouble, well he is in a moral dilemma. why and what happened to him?" I will not expect any answer from Ss. - I ask Ss to listen to Ben and find out what his problem is. - After listening I ask Ss to work in pairs and figure out his problem. - I take FB.

Writing (15-16 minutes) • To practice writing and speaking through a discussion.

- The students are now aware of Ben's problem. - I ask Ss to work in a group of three to write the end of the story. - One student from each group needs to write. - I ask Ss to write what Ben did, what he was thinking when he did it and what influenced his decision. - I provide the Ss a paper so they can start.

Post-Writing (12-14 minutes) • To get Ss to give FB on their writing.

- After they finish, Ss are divided into A, B, and C. So As together, Bs together and Cs together to discuss what they have written.

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