Adam Bejsovec Adam Bejsovec

Solutions Intermediate (B1.2) level


In this lesson we will: briefly revise some of the more difficult lexical items from the previous class (clothes/patterns etc.), recycle present tenses through a text-based approach (and hw check), talk about citizens of London and compare them to people living in Almaty and look at some verb patterns.


Abc a ball or a soft toy
Abc IWB flipchart
Abc set of pictures
Abc Solutions Intermediate SB
Abc Solutions Intermediate TB
Abc Solutions Intermediate WB
Abc split crossword
Abc Handouts
Abc Listening

Main Aims

  • To provide fluency speaking practice in discussing and reporting in the context of nationalities and stereotypes

Subsidiary Aims

  • By the end of the lesson the learners will have been exposed to some common verb patterns and will have improved their use in talking/writing about national stereotypes.


HW check and lexis recycling (back-to-board) (10-12 minutes) • to check whether there are any issues with the revised language (present tenses) and to provide a further opportunity to recycle lexis from the previous lexis

Ask Ss to open their WB (p.5) and reveal the key for ex. 3-4. some of the guideline answers are incorrect - which ones and why? Do a chain Q&A with ex.5. Then, give them a few minutes to check - monitor. Ask a few additional questions if there are obvious problems. Ask Ss to interview their partners using the hints in 'Challenge'. Tell them they will report back (incentive to listen). Conduct a brief all class feedback. Divide the class into two teams, have them choose one person from each team and put them in the 'hot seat' (back to board). Explain & model the activity. Hands behind their backs to increase language production. ICQs - can you use Russian? No. Can you use gestures? No. Then 'play' with a couple of lexical items (plain, spotty, check, creased, fur, leather, sleeve, high-heels, anorak, matching, scruffy, ridiculous, hoody, v-neck, bad-tempered). The team with the most points are the winners. (if there are 7 people let the one be the 'teacher' and write the words, make them change etc.)

Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

Look at the photo on the board. In pairs discuss the questions on the handouts. Monitor and scaffold. FB - elicit that these people are quiet, reserved and unfriendly - typical Londoners. Or are they? Is the impression accurate? Look at the pics taken in the public transport in my country. Shout out adjectives. Is this an accurate picture of Czechs? What does 'stereotype' mean?

Exposure (jigsaw reading) (15-18 minutes) • To provide a model of the task and highlight useful words and phrases

Give each learner a short text and chart to complete. Have them read their texts and complete the info they know. Then group them into two groups and share the info. Finally, let them read the text in SB (p.6) and complete ex.6. Wrap up by asking them if there were any surprises or unexpected facts. Then do the listening (predictions - names & nationalities) - they might need to listen only once.

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

In pairs try to compose a text describing a stereotypical Kazakhstani - you can use the language from the texts, listening and ex.7 (p.6) and of course the dictionaries. Draw their attention to verb patterns - ex.2 (p.7) Provide some guidance by eliciting the basic structure of the text and what they should include.

Planning (5-6 minutes) • To provide an opportunity to plan students' reports

Get ready for the presentation - rehearse. Come up with 5 questions for your peers that they'll need to answer during your presentation. Make it difficult.

Report (10-12 minutes) • To allow students to report on how they did the task and how it went

Do live listening and note taking, answering the questions. Monitor for accuracy (delayed error correction). How did it go?

Language Analysis (8-10 minutes) • To clarify the meaning, form and pronunciation of the task language

Focus on the problematic language as well as the emergent one. Ensure there is something about verb patterns to bridge this stage to the next one (book-based).

Language Practice (14-16 minutes) • To provide students with practice of the task language

except for the noticeable issues and any other emergent language, deal more with the verb patterns they used and didn't use. Direct them to pp.109/110 for further practice. As a final semi-controlled practice do ex.7 on page 7 and have some of them report back

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