Özgür Biçer Özgür Biçer

I Dropped It - Accidents & Injuries
Intermediate level


In this lesson, students will learn what clumsy things, accidents, injuries are named and how they happen. They will learn these through vocabulary exercises and structuring sentences with simple past and present perfect simple tenses; after that they will listen to an audio about the topic and have opportunities to speak about how themselves do clumsy things or have accidents.


Main Aims

  • To introduce and practice new vocabulary through the context of clumsy accidents.

Subsidiary Aims

  • To provide accuracy of the target vocabulary with receptive activities and fluency by means of spoken activities.


Warmer (4-6 minutes) • To get to know the Ss

Since this will be the first time I meet the class, I'll introduce myself and ask them one by one what their names are, from where they are, how old they are, if they are studying or working etc.

Exposure (12-14 minutes) • To provide context for the target language through a text or situation

Ss are going to learn vocabulary related with being clumsy and some types of injuries, that's why give them the related page of the students' book. By this way they will look at the pictures, do the activity 2a accordingly and learn the meanings of the words. Set a time limit of one minute, make them work in pairs and elicit answers from pairs as they finish. For the activity 2b, put them into three separate groups if there are enough students and tell them to answer the activity questions -if the number of the Ss is not enough, this can be a pair or individual work. After they answer, split the board into three different sections so that a student from each group can come to the board and write their answers; then the groups can add more answers to each group's section if they can. Give them two minutes to find answers, one minute to check other groups' answers and add more words. Use ICQs: Are you working in a group? Yes. How many people come and write answers on the board, will you come all together? No, one from each group. Do you check answers of other groups and write more words? Yes. After that, ask them to match the sentence beginnings of the activity 3a with the endings written in the activity 3a and 3b. This is a solo activity, and give them a time limit of one minute. Then, as activity 3c explains, ask them to imagine and write accidents according to the situations in the activity 3b. This is a pair-work,and give them three minutes. Use ICQs: Do you work alone? No, as pairs. Do you write only one example for each situation? Yes. After they write, make them change the papers and check their peers answers; elicit answers one by one, if an answer is not true, ask other Ss to make them correct it.

Clarification (4-6 minutes) • To clarify the meaning, form and pronunciation of the target language

To make the words' meanings and pronunciations clear -which the Ss will already have met or will meet later-, write the vowel sounds and stresses of them on the board as explained in the clarification sheet. Try to elicit the answers of the questions written in the sheet; and show them the photo in the tripping sheet to make them understand what tripping is.

Controlled Practice (14-16 minutes) • To concept check and prepare students for more meaningful practice

Give Ss the handout for controlled practice. The first exercise is matching one. Give them one minute, tell to do it individually and elicit answers by appointing Ss. After that, they are going to listen to a conversation about a person's recent injury. Tell them to follow the script when they listen. Then, ask them to the first and second comprehension exercises in pairs, give them two minutes and elicit answers from pairs. During the vocabulary and grammar exercises, they again work with their partners, give them two minutes. When they finished, ask them to change their papers with other Ss to peer-check their answers and then ask them what their answers are. N.B. If there is less time than twelve minutes to the end of the lesson, skip the vocabulary and grammar sections to give them opportunity to speak about the topic.

Semi-Controlled Practice (4-6 minutes) • To concept check further and prepare students for free practice

Use the students' book handout again. In the activity 4a, there are seven clumsy things which people can do. Tell Ss to talk to their partners about these things; tell them to ask each other the question: When was the last time you dropped something/broke something/slipped? etc. Give them three minutes.

Free Practice (4-6 minutes) • To provide students with free practice of the target language

According to the instruction in the activity 4b of the Students' book, give Ss the opportunity to talk freely. Hand them out the free practice survey sheet and tell them to ask the questions, which they directed to their partners during the former activity, to the rest of the class. Want them to find the most clumsy person in the class. Use ICQs: Are you going to talk to everyone in the class? Yes. Are taking notes to the survey sheet? Yes. What will you find out? The most clumsy person. Give them four minutes. When they finish, ask them who made clumsy things the most. As the lesson finishes, give them the workbook handout for homework and check it next week.

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