Katie Sullivan Erul Katie Sullivan Erul

Teaching Practice 6
Upper-Intermediate level


In this lesson, students learn expressions with "make" and get listening practice in the context of ecologically-friendly ("green") houses. The lesson starts with a lead-in activity about books, followed by a listening about home renovations, leading to the highlighting and clarification of expressions with "make," followed by some controlled practice.


Main Aims

  • To provide clarification and practice of expressions with "make" in the context of eco-friendly home improvements.

Subsidiary Aims

  • To provide practice listening for specific information and for inference using a text about home improvements in the context of eco-friendly homes.


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

T projects montage of Green Home book covers on the WB. T asks: "What are these books about?" Ss offer a few answers. (Looking for construction, home building, environment/ecology etc) T asks Ss to discuss in pairs: 1. What kind of information is in these books? 2. Who do you think read these books? Ss discuss (not long, about a minute). Ss offer a few answers. (Looking for general idea or examples of "green home" ideas, maybe "ecology/ekoloji" (cognate); looking for people who build homes, etc.) We're going to listen to a conversation with someone who probably has these books. We'll hear about some of the "Green Home" ideas in them. But first, I want to check some words that we'll hear in the dialogue.

Pre-teach Vocab (4-5 minutes) • To introduce some new words and phrases to make the listening exercise accessible

T: "This page has some of the words from the dialogue on one side, and some meanings on the other side. Work with a partner, and try to match the words with their meanings." T asks Ss to distribute handout. Ss work on matching for ~1 minute. T projects answer key on WB and asks Ss to check their answers. T: "We're going to hear these, so let's make sure we know how they sound." T goes through the pronunciation of the 3 words (quickly), just 1 repetition each.

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

T: "Now, there are 8 expressions on this page. Some of these you will hear in the dialogue. Read all of them now. Then, while we listen, tick the ones that you hear." T asks Ss to distribute handouts. Ss review the phrases (<1 min). T plays dialogue (~4 minutes). Ss tick the "make" epressions they hear. Ss check in pairs and discuss. (1-2 min) T shows answer key (projected), Ss check answers.

Highlighting (8-10 minutes) • To draw students' attention to the target language

T: "Now, unfold your papers. Look at the questions on the bottom. We're going to listen again, and you will try to answer these questions. Take a minute to read them now, and then we'll listen." Ss read questions on WB. (<1 min) [Ss might ask what these mean now; Let them know that we will review the meanings after we listen again] T plays dialogue (maybe all, maybe just from 1:15 to 2:35, depending on time). Ss discuss their answers in pairs. T shows transcript with underlined phrases. "This is the transcript of the dialogue. You can use this to check your answers." T distributes handout. Ss review (1 min)

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T: "What do these expressions have in common?" -Make (Point if they don't say) "So what does make mean?" (Trying to elicit that "it depends". If not, ask "Does it always mean the same thing?" -No) T shows vocab matching HO. "In each of these sentences, there is an expression with "make." The "make" expression is underlined. Try to guess the meaning from the sentences, and match the expression with it's meaning. Work alone." T distributes HO. Ss try to deduce meaning from examples. (4-5 min) T: "Now check with your partner." Ss check in pairs. (1-2 min) T projects answers on WB. Ss check answers (<1 min)

Clarification (6-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T clarifies based on Language Analysis: CCQs for meaning Form: all verbs except which one? (make or break - adjectival phrase) Pronunciation - Review but focus on intonation, covering negatives and questions

Controlled Practice 2 (5-6 minutes) • To concept check further within the lesson context, and prepare students for free practice

T: "Let's continue our conversation about being "Green" and get some practice using these expressions. This page has 8 sentences, but each one is cut in half. You match the first half to the second half." T distributes HO. Ss put together sentences with "make." (~3 min) Ss check with partners. (~1 min) T: "Unfold your paper to find the answer key and check your answers." Ss check answers. (<1 min)

Freer Practice (If there is extra time) (5-5 minutes) • To let students speak more freely, using TL

T: "Do you agree with the 8 statements that you just made? Talk with your partner about these and decide which one you most agree with, and which one you most disagree with." Ss discuss for ~3 min. (If the lesson ran short, we can pair up again to groups of 4) T elicits ideas from Ss T wraps up

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