Elif Gizem Özsaraçoğlu Elif Gizem Özsaraçoğlu

TP 7
B2 level


In this lesson students will learn certain idioms about relationships and will use them in their speaking for fluency activity. First I will set the context by showing two people arguing and a seperated family. This way I will have elicited "to get married", "to get divorced", "to have a row" which they will use many times throughout the lesson. Next they will read some quotes about love and relationship and talk about them to their partners while partners try to decide to which quote their partners' speech refers to. Finally the class will be divided into two groups speaking about successful marriages and failed marriages. During their discussion the students will be asked to take some notes. Then groups will change partners and tell them about the things they discussed within the group.


Abc couple getting divorced

Main Aims

  • To provide fluency speaking practice in a conversation in the context of relationships

Subsidiary Aims

  • To provide practice of idioms in the context of relationships


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

Show the couples' pictures to elicit "to have a row", "get married" (wedding) get divorced" "be married" (after the wedding you are ...?)

Useful Language (10-10 minutes) • To highlight and clarify useful language for coming productive tasks

Give the idioms about relationships and ask them to match the idioms with the definitions give 2 minutes then give the answer key. Pairwork: ask them to complete sentences. When a couple ....... , they + idiom. Demonstrate on the board. When couples don't consider things from each other's perspectives, they get on each other's nerves. Monitor the students and give immediate correction where necessary.

Exposure (12-13 minutes) • To provide a model of production expected in coming tasks through reading/listening

Give the relationship quotes HOs, and ask the students to read them. Give a brief explanation about what you think of one of them and ask them to which quote has been referred. When students give the correct answer, ask them to read the quotes again, and do the same explaining their partners without telling which quote it was. Encourage them to use the isioms

Productive Task(s) (15-17 minutes) • To provide an opportunity to practice target productive skills

Divide the classroom into two groups one group discusses this: " Why do young people's marriages usually last very short? What are the reasons behind their failed marriages?" Second group: "Why do older couples' marriages last so long? What are the reasons behind their successful marriages?" Two groups will be given a piece of sheet with one question. Ask them to take notes and refer to their notes in their next conversation task. Monitor their notes for immediate correction. Give 5 minutes for preparation. Monitor the groups without interrupting. After the discussion each member of the group finds a partner from the opposite group and tells what they discussed referring to their notes.

Back up (5-7 minutes) • To provide extra activity in case students finish early

Draw two columns on the board. Write " Healthy relationship" on the one column and write "Unhealthy relationship" on the other side. Ask students to stand up and write the things that they can think of on each column. Demonstrate first: Healthy relationship: Understanding Unhealthy Relationship: Jealousy

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