Abdirahim Alabbasi Abdirahim Alabbasi

Teaching Practice 6
Upper-Intermediate level


In this lesson, students will be introduced to the different ways of connecting ideas by giving reasons and using the appropriate linking words. They will practice how to use these linking words, when to use them, which one to use and in which context. They will be introduced to the register of each one and the pronunciation aspect as well.


Abc Handouts
Abc WB

Main Aims

  • To provide clarification of language used for linking ideas in the context of giving reasons

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of giving reasons


Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

T hands students the test and asks them to work alone. He times the activity (four minutes) and Ss take the test. T monitors and checks how many students are struggling with the test and which phrases cause the biggest problems for Ss. T gets FB from students on which ones are they 100% sure about, which ones they think they know about and which ones they don't know at all. T assign three groups and asks Ss to check their answers in groups to make sure they have the correct answers. T takes notes of Ss answers. If they know most of the linking words, T will clarify some of the difficult ones and goes straight into practice. If they do not know most of them, T will elicit M, F and drill P.

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

T will elicit some ideas from Ss about the text they read and continues in the same context of economy. T asks Ss Qs aimed at giving reasons. "Why do you think that is interesting? Why do you disagree? Why do you think so?" T sets the context of the functional language used for giving reasons.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T elicits the linking words that we use for giving reasons " Because, as a result, consequently, since, so" writes some of them on the board and elicits the stress and parts of speech. T drills some words (if necessary). T gives Ss a HO "read the text quickly and complete the sentences with the words above. work alone. you have two minutes" Ss read then the teacher asks them to check their answers in groups. T "in your groups, do ex B" T monitors and then gets W/C FB.

Free practice (8-10 minutes) • To provide students with free practice of the target language

T writes on the WB "Does your country have a strong economy? How does that affect you? Use the linking words in your answers." and asks Ss to mingle and ask and answer these questions. T monitors for correct use of the TL and takes notes for delayed error correction. T stops the activity and gives FB.

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

T gives Ss a HO and says "Match the sentences 1-5 with the sentences a-e. work alone" T stops the activity and asks Ss to check their answers in groups. T monitors, then takes W/C FB.

If time (3-5 minutes) • To provide additional practice of the TL and fill the extra time.

T writes on the board "Do you think it is possible to reduce your electricity bill? Why?/Why not?" T asks students to mingle and ask and answer this question as a free practice of the TL (linking words for giving reason)

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