Rashidah Rashidah

A great Character
upper intermediate level


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of collocation for personalities in the context of pets
  • To provide gist and scan reading practice using a text about personalities in the context of pets

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of pets
  • To provide specific information listening practice using a text about different types of pets in the context of pets


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

-Post some pictures of domestic and wild animals on the W B and ask the students,How they are different to elicit the word "Pet". - Ask students to give examples of pets. Write the two questions on the board. Why do you think people keep pets? What are the advantages and disadvantages of having pets? Divide Ss in small groups to discuss these two questions. use ICQ to clarify task. Take FB in groups.

Pre-Reading (4-5 minutes) • To prepare students for the text and make it accessible

- Get the Ss to focus on the picture and elicit responses to the pet and its owner,e.g -Do they look alike/same? Can you guess what the owner is like from the picture? What about the pet ? - Take feed back as WC -After that ask the learners to read the statements about the personalities of people and their pets. - Ask the learners to decide whether they are true or false. -Tell the Ss they only have to read the statements ,not the text. -Check understanding for the activity using ICQs.

While-Reading (7-9 minutes) • To provide students with challenging specific information reading tasks

-Tell Ss to read the text alone. ( it would be silent reading). - Set a time limit for the reading activity. ICQ - Ss read the text and check their ideas in pairs . - Take feed back in groups .

Post-Reading (5-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-Ask the Ss two questions.Do you know anyone who has a pet?Do you think they and their pets are similar? - Tell students to work in group and share their experiences - Take feed back in groups.

Listening 1 (3-4 minutes) • To provide the students with less challenging specific information listening task

-Show the Ss the pics of all the animals and ask them to match the words with the pictures.ICQ -Play the recording and let them check their answer. -Before taking the feed back tell them to check in groups -Take FB as a WC

Listening 2 (5-6 minutes) • To provide students with a more challenging detailed listening task

Ask students to listen again and find out using a worksheet : -Are any of the people similar to their pets? In what way? -Give examples: Do they enjoy humor, freedom etc - Check using ICQs -Give HO to students - Play the listening -Let them choose the correct options from the worksheet - Before the feed back ,ask the students to discuss in pairs -- Provide listening scripts to check their answers.

Exposure to Vocabulary (7-8 minutes) • To provide clarification and practice for collocation of personalities in the context of pets

-Elicit words from the students recalling the previous listening task. -Write them on the board .(unusual, calm, eccentric, grumpy, difficult, miserable, bright) -Teach and practice through MFP( See language analysis sheet) - Ask the students to complete the vocabulary task in groups.Check through ICQs -Monitor and provide help if required - Before feed back,change groups and ask Sts to discuss and compare answers. -Provide answer keys

Speaking (5-6 minutes) • To provide students practice for fluency in the context of pets

- Make new groups using continents. -Set the task by explaining that Sts have to think about a person they know who has an interesting personality.Tell them to use the newly learnt words. ICQs -Give learners time to come up with some ideas and to make notes if they want to. Walk round and prompt learners if they need ideas. -Learners talk about people they know in groups.Encourage them to ask follow-up questions. Monitor and check use of the new language. -Round-up. Ask a few learners to tell the class about someone interesting they or someone in their group knows. Recap and end the lesson

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