Mihaela Enez Mihaela Enez

Being clumbsy- accidents
Intermediate level


In this lesson students will learn words related to accidents, verbs that express hurts or injuries. Students will also learn how to say something happened and what accident-prone means.They will practice listening for gist and free speaking.


Main Aims

  • To provide clarification and practice of saying how something happened in the context of accidents and injuries

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of who is the most accident-prone
  • To provide gist and specific information listening practice using a text about how something happened in the context of accidents and injuries


Lead-in (5-7 minutes) • To set lesson context and engage students

T will start by showing Ss 5 pictures with people showing their injuries. Ss have to look at the pictures and try to guess what do these people say and what happened." Look at the picture and think what happened to each of them". After T will group students in 2 groups and have them discuss between them their ideas. " Let's make 2 groups. Discuss with each other what happened to these people in the picture. You have 3 minutes. T will have each team choose a speaker for and have their ideas written on the board.

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through listening

T will tell Ss that it follows to listen to five conversations about what happened in each picture. After listening Ss will check if their predictions were right. T will play again the listening part and they have to pay attention and try to match what people say with each picture. They will try to match again as 2 groups ordering the pictures using numbers. They will after check as a whole class and T will write their answers on the WB so that everyone will correct any mistake they might have

Useful Language (8-9 minutes) • To highlight and clarify useful language for coming productive tasks

T explains students that it follows to complete a handout were they have to use the correct form and tense of verbs describing injuries and accidents. They will try to complete it as a group of 2 people first. T checks that they understood what they have to do by using ICQs like writing an example on the board and elicit what should be done from one of the students. Ss will have 2 minutes to resolve the exercise.T will give an answer key so that Ss will check their answers. After T will play again the recording and stop after each conversation to check meaning and pronunciation. At the end T will ask learners how to spell the past form of drop, slip and trip. T uses given sentences to elicit with the help of students which verbs we use when we talk about injuries of body parts,

Useful language (8-9 minutes) • To highlight and clarify useful language for coming productive tasks

T will put 3 pictures on the board and ask Ss to think when do we use on the way, in the middle and trying to. Ss will think and elicit what their ideas are by coloring the correct circles.T checks their understanding with ICQs. Ss will check it as a pair. T tells them to elicit their answers and will color directly on the WB. T tells Ss that they will have to complete a handout as a pair again. After they should choose the correct ending also as a pair. T will give them an answer key to check their answers. T will ask them to use the idioms and endings and write a sentence for each ending describing what might have happened in each of those situations. Early students check slower students answers.

Productive Task (13-15 minutes) • To provide an opportunity to practice target productive skills

T will tell students to think about their own experience of minor accidents and about how to express their ideas. T will walk around and help students with ideas an vocabulary if necessary. If any student really can't think of any incidents to talk about T will advice the S to look at the handouts where they had to use different verbs to describe injuries and incidents and see if that will trigger their memory. SS will be paired and they will tell each other about their experiences. T will monitor while they're talking and take note of language use.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T will try to clarify wrong use of language and after will ask Ss to change pairs and try to retell their stories to a new partner.If time T will ask a learner from each group who had the best stories in each group and in this way find out who is the most accident-prone in the class.

Web site designed by: Nikue