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Teaching Practice 4
Intermediate level


In this lesson, the students practice and strenghten their knowledge about "so" vs "such" and some phrasal verbs related with cold. The context is about Alaska. The students are given a text which some word are left out so that students can put such/so into the correct sentence and form. After this practice, the students are guided to go deeper into the difference in terms of the form between "such" and "so". The meaning and differences are honed by practices. The last part is vocabulary, idioms with "cold"(this part is optional). It is covered by peer discussion within the context and the exercise.


Abc Global Intermediate Coursebook

Main Aims

  • To provide students with review and practice in the difference in form and use between "so" vs "such".

Subsidiary Aims

  • Vocabulary: To teach idioms with "cold".


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

The teacher divides the WB into two parts and writes the two sentences, which are on the reading text of the book on the WB. * "Alaska is such a cold place that anything above zero Fahrenheit(-17degree) feels warm." * "Imagine it's so cold that it's hard to breathe." The teacher asks students: "what do you notice about them?" According to the answers, she underlines the words, "such" and "so", and asks them the same question again.

Test #1 (3-4 minutes) • To gauge students' prior knowledge of the target language

PART 1: Students fill in the blanks with "so" or "such" in the first and second paragraphs of the given text called Northern Lights. As students share their answers with the class, volunteers write the sentences on the correct side of the board so/such.

Teach (14-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

PART 1: According to the sentences on the WB, students discuss in PW the differences between so/such in terms of meaning and form/structure for 1 minute. PART 2: Afterwards, they share their answers with the class. This time one of the students come to the WB and analyze one of the sentences in the "so" categorization and another student does the same thing for the "such" categorization. So + adjective+that clause such+a+adjective+noun +clause PART 3: CCQs are executed in terms of clarification if needed further like: -Why do we use so/such?, -What is the difference between the form/structure? -Is there any difference in meaning/usage between them? *There will be a short pronunciation practice of so/such if needed! At the end of the lesson, the teacher gives So/Such grammar handouts to the students.

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

Exercise 1: Some of the students have the first sentences and some of them have the second part of the sentences. Each student needs to find his/her partner who has the first/second part of the sentence so that it make sense when they combine the sentences by using "so/such" and "that". The feedback is shared with the group. Exercise 2: The students work in pairs for 2 minutes in order to produce sentences with "so" and sentences with "such" from the given sentences. Afterwards they share their answers with the class.

Free practice and Vocabulary (12-14 minutes) • To provide students with free practice of the target language

Students pick two adjectives written on the WB and complete the sentence below and discuss with their partner. "I was so...that..." As feedback: The teacher monitors every group and takes notes of any common or important mistakes. On the last minute of the exercise, the teacher writes them on the board and wants students to discuss and correct the sentences. VOCABULARY(Optional): The students are given the last paragraph of the text "Northern Lights" and they underline the idioms with cold and discuss it with their partners. Afterwards, they share it with the class. The teacher implement some CCQ questions by showing some pictures related with the idioms. Vocabulary Exercise: Students work in pairs on the vocabulary exercise to fill in the gaps with the right word related to cold. Students are given their homeworks at the end of the lesson.

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