Joe Conchie Joe Conchie

TP 4.1
Intermediate level


In this lesson, Ss learn how to connect the right form of verb to an expression through the context of accidents. Through a listening and gap-fill activity, Ss will become familiar with the TL and will then work through exercises that get them comfortable with the form. Finally Ss use the TL and form learned in freer exercises that gets them speaking their own expressions that are inspired by those used earlier in the class.


No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of lexical phrases within the context of minor accidents. Students should be able to select the correct verb form with the appropriate phrase to express a time they had a minor accident.

Subsidiary Aims

  • To practice listening for gist and to the practice speaking the target language/lexical phrases learnt in the lesson.


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

Project images from textbook on the WB. Get the Ss to quickly discuss what they think is happening in each image.

Listening Ex 1 (5 minutes) • Listening for gist vocab

Get the Ss to listen to the clip. They try to figure out Ex 1 on their own and then peer check after the clip has finished playing. Do quick WC FB just to make sure class know what the pictures mean. PW

Gap-fill/Listening Ex 2 (10 minutes) • To get the Ss familiar with how the verb form changes depending on the expression

Give the Ss the HOs. Get them to work in pairs on exercise 2. Make sure to tell them that they need to choose the correct form of the verbs. When they think they have the right answers get the Ss to unfold the HO and check against the transcript of the audio. Once most of Ss have checked their answers, get their attention and ask them the questions for 2b: "what other parts of the body do people break, cut or bang?" "What things do people drop or break in the home?" "What kind of things make people trip, or slip, over?" As WC take some answers and stimulate some discussion to prep for next task.Ask Ss if they have ever broken a bone.

Vocab Ex 3 (15 minutes) • To get Ss familiar with lexical phrases

On the handout direct Ss to Ex 3a. Tell them to complete the task in pairs. This shouldn't take more than a few minutes. After median student has finished, do quick WC FB to make sure everyone knows the right answers and then move Ss on to Ex 3b; project the answers on the WB. Tell them to do this in pairs again. Take the time to point out the grammar of the phrases. Point out to the Ss the patterns that follow each expression: on the way to + noun; of + -ing; was trying to + infinitive. Write out example on the board of base infinitive/-ing form/verb noun. [to shop, shopping, the shop] Once finished with Ex 3b, get Ss to write their own sentences with Ex 3c. TELL Ss TO LOOK AT VERB FORM OF THE PROMPTS. Monitor closely and correct when needed. Get Ss to work in pairs but some may prefer to work on their own.

Speaking Ex 4 (15 minutes) • To get the Ss producing the TL/lexical phrases

Prepare Ss for task by asking "who has had an accident recently?" Get the Ss to look at the bullet points on the exercise; perhaps some of these prompts some Ss to remember an accident. Can they remember what happened? If Ss need it demonstrate through example: I was in the middle of cooking breakfast last week when I dropped a box of eggs....on the carpet. Number the Ss 1-4, and get them to find their respective number groups to talk about their own accidents using the lexical phrases from the lesson. Ask the groups to write down 2-4 sentences each to share with WC at the end. Monitor closely and note down any mistakes so you can write them on WB and afterwards do a WC FB session where you work through the mistakes.

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