maliheh60 maliheh60

Intermediate level


In this lesson, students will learn some metaphorical phrases used for life simulated to a journey. The concept will be introduced by first watching a relevant short clip as lead-in and then being exposed to a listening context of J.K. Rowing's life which was as a rollercoaster ride. They will practice how to use the phrases through two different activity types.


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Main Aims

  • To provide clarification and practice of metaphorical phrases in the context of life as a journey

Subsidiary Aims

  • To provide gist and specific info listening practice using a text about JK Rowling in the context of a


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

Ss watch a short TV commercial by MOTOLAO aiming at inspiring 'life is a journey'. T will elicit "he was on a journey" or "on a trip" by asking "was he home?". T will then elicit things happened, experienced, by the main character to suggest they are all similar to what a person experiences in his/her life so 'life is truly a journey'.

Exposure (5-6 minutes) • To provide context for the target language through a text or situation

T will show ss a picture of JK Rowling and his created Harry Potter to elicit different information they have about her. If ss have no specific info about Rowling T can ask some easily guessed questions such as " is she rich and successful?", "do you think she was rich before?", etc. Ss will individually listen to a text about Rowling's life to tell the teacher how her life was.. T will do ICQ: "do you listen to give me her birth date?", ss: "no, about how her life was" After listening, T will elicit " her life was an exciting journey"

Highlighting and clarification (7-10 minutes) • To highlight and clarify the meaning, form and pronunciation of the target language

Ss will listen again to write down any words they having sth to do with a 'journey' or 'road'. T will model an answer by playing a little of the audio to elicit "direction" as the first answer. Words will be suggested if ss do not get most of them. Ss will receive handouts with extracts from the text containing the new metaphorical phrases in bold. They will work in pairs to explain the meaning of them in their own words. The first one will be done as a model. Meanwhile, T will put the answers on the board disorderly for ss to look and match with the bold phrases they already have in their handouts. Finally, T will clarify the phrases might be found a bit challenging concerning MFP criteria. The CCQs in LA will be exploited as needed. Each ss will then receive the answer keys plus phrases as a written record of TL.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

T will give pairs of students handouts for gap-filling practice with the already taught phrases. There are 5 gaps to be filled out by five of the seven phrases provided in a box above the practice. Although the instruction will be in the handouts, T will point out that two of the phrases are not going to be used. ICQ: "will you need all the phrases?", ss: "no, only five of them" Ss will check their answers with their neighboring pairs when finished. T will put the answers on the board to be checked by the students.

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

T will give each student a chart-like handout to stand up and find two people and ask them the questions provided there containing some of the newly learnt phrases. They will take notes. ICQ: "do you write full sentences?", ss: "no, just notes" T will monitor and correct errors appropriately as needed. Finally, ss will take their seats and T will call some on to give the WC a report about one of their target interviewees. Note: T had better to model the last part for a clearer instruction.

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