Drew Bassett Drew Bassett

Upper-Intermediate level


Main Aims

  • To provide review, clarification and practice of verb + -ing form and verb + preposition structures in the context of family

Subsidiary Aims

  • To provide specific information and detailed listening practice using a text about living abroad in the context of family


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

I will ask the students who in the class has ever traveled to another country? I will ask what the reasons are that they went: for work, to study, on holiday, etc. I will ask if the country was as they expected? Did they find it easy to adapt to the differences? I will go on to tell my story of coming to Turkey and living with a family. I will talk about some of the differences, like eating tomato and cucumber for breakfast.

Test #1 (8-9 minutes) • To gauge students' prior knowledge of the target language

This gap-fill activity will allow the students to complete exercise 1 which covers verb + -ing form. The students will be given about 5-7 minutes to complete the exercise. I will then project the answers onto the board and give them a minute to check their answers, going over any that were incorrect or misunderstood.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage and go into another grammar rule

At this point in the lesson, I will first give a few examples of the target language on the board. When we use the -ing form after verb + preposition structures: 1. congratulate someone on... getting engaged. 2. look forward to... going on family vacation. 3. believe in... having strong family values. If this is clear after three examples, I will then have the students work in pairs. They will be asked to look at the series of statements made in the next exercise. They will need to work with their partner to put the sentences in the correct order. After about 10 minutes (I will monitor to see if this is enough time), the students will check their answers by listening to the audio. I will also have the answers available on the projector to allow them to easily check again after listening.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

During this semi-controlled freer practice, students will be asked to complete the sentences in the exercise to make true statements. After they have completed the six statements, I will then have them work in pairs and discuss their statements with a partner.

Free practice (5-10 minutes) • To provide students with free practice of the target language

If there is any time left over after test #2, I will have the students think of at least 2 sentences on their own using the target language of the day. I can put another example on the board: I look forward to hearing from my sister tonight. I can write the following on the board to give them ideas if they are really struggling: accuse someone of, apologize for, approve of, believe in, blame someone for, concentrate on, consist of, forgive someone for, insist on, succeed in, think of, worry about.

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