Berfin Berfin

Intermediate level


In this lesson, students will learn about the functional language for talking about people indirectly. They will also have a speaking session on why and hows of that kind of implicit language.


Abc Handout_2.1
Abc Cut-ups of Kids` Pictures
Abc Handout 4
Abc Handout_2.2
Abc Handoout_2.3

Main Aims

  • to provide clarification, review and practice of language used for talking about people indirectly in the context of Critisizing a friend`s new boyfriend

Subsidiary Aims

  • to listen to a conversation to guess the meaning of the phrases from conceptual clues.


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

T elicits the students and leads to the functional language usage topic of the day What is the hardest times of a relationship? Why is it hard?

Pre-Reading/Listening (3-5 minutes) • To prepare students for the text and make it accessible

T focuses students` attention on the picture and asks them to describe the situation. Two friends are chatting in a bar. T tells them that they are going to listen to a dialogue between 2 women in a bar. T have the students read the 3 statements in the exercice 1

While-Reading/Listening #1 (5-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T warns the Ss that there will be only 1 time listening T plays the listening recording only once

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T asks the 2 Ss to play parts of Miley and Rita and read the conversation to the class, warning them to ignore the numbers. ** Handout2.2 T then points out the phrases underneath the conversation and and explains that these are more direct ways of saying the phrases that are numbered in the conversation.

Speaking (3-5 minutes) • To provide an opportunity to practice target productive skills

1- T asks the students why someone would use the indirect language to express herself. 2- T asks the students why someone might want to say it was n t particularly interesting rather then it was boring T gathers feedback from Ss (the less direct expressions soften critism or personal comments and make them more friendly)

Post-Reading (3-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T asks the students to match the phrases with the numbered ones in the conversation. T reads the conversation that way to let them hear how harsh it sounds in the more direct version.

Repeat after T (2-3 minutes) • Have Ss repeat after T the statements

T has Ss Ss repeat after T the statements in the ex 3 He wasn`t very talkative He`s a bit shy Liz tends to dominate the conversation It wasn`t particularly inrteresting You can be so mean He`s not that bad looking Liz isn!t exactly old She can be rather difficult

Parent`s Day Activity (5-7 minutes) • Have the Sss use Target Language

T introduces the idea of the parents day: Do you have kids? Tell us about Parent`s Day at school? T splits Ss to groups T sticks on the WB subject names at school T asks the Ss to describe the kids on the pictures using the subject names with the language of their choice T gathers ideas T introduces the idea of Tactful teacher and tactless teacher T chooses teachers and have the rest of the class divided to 2 groups and let them visit the teachers T asks after the exrcice w teacher was tactful and which was not

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