Rebecca Hughes Rebecca Hughes

1-2-1 Lesson 1
Upper-Int level


In this lesson, we will begin with an introduction between the student and teacher. Focusing on what the student wants to achieve, past term observations, weaknesses and strengths, layout of the course and what we will cover. After this, we will begin with direct and indirect questions (1.1 Speak Out - Upper-Int). After this, we will move onto personality vocabulary using adjectives.


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Main Aims

  • To provide gist and specific information listening practice using a text about conversation between multiple people in the context of speed flatmating

Subsidiary Aims

  • To provide practice of direct and indirect questions


Introduction between student and teacher (25-30 minutes) • to create a strong rapport, comfortable environment and knowledge of needs.

Introduce myself, talk a little about myself (qualifications and experience). Ask a few questions about the student; likes, dislikes, background etc. Spend time reviewing the analysis paper filled out in december. Also look at the past term and his weaknesses and strengths. Decide between us both what we will work more on and what activities he would like to help him with this. Have a plan of action for the course - covering units 1-5 on upper int speak out book. Also, what homeworks will be set and how much free time he has to complete them.

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

Context - Speed Flatmating Ask the student the first 2 questions inside the book. Also add, do you know what speed flatmating is? If not, maybe he has heard of speed dating. Explain what it is to 'speed date' and see if the student can connect this within the context of 'speed flatmating'.

Vocabulary (3-5 minutes) • to provide understanding of vocab used in listening activity

give the student a sheet of paper with multiple vocab words. Have him circle the words he already knows. After that, go through all words and meanings using synonyms, antonyms and acting out a real life situation using the vocab.

Pre-Reading/Listening (5-7 minutes) • To prepare students for the text and make it accessible

Play recording 1.1 and have student focus on the photo inside the student book. Ask him to listen carefully to be able to answer the 2 questions inside the book. Try to have a gist of what speed flatmating is and how it helps people.

While-Reading/Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Listen to recording 1.2, have the student just listen the first time and try to tell how many people are speaking in the recording, and what they are speaking about. Listen again and have the student match the people with the way they feel (exercise 3B).

While-Reading/Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Play the recording one more time. After this, have the student answer the T/F questions about the characters. If the sentences are false, correct them and ask for justification from the recording to support his answer.

Post-Reading/Listening (4-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Discuss the advantages and disadvantages of speed flatmating. Would you consider it? What would be your ideal flatmate?

Grammar rules for direct and indirect questions (2-3 minutes) • to provide clarification of direct and indirect questions

Skip to exercise 6B and have the student guess what the grammar rules might be for using direct and indirect questions. Give him an example of one direct, and one indirect question for the student to understand.

Fill in the gap (3-4 minutes) • complete the conversation

After filling it out, listen to the recording to check answers. After this, try to pick out the 2 indirect questions used (exercise 6A, question a).

Ordering sentences (10-12 minutes) • be able to order indirect question sentences

give student HO 1, ordering the beginning of indirect questions. Once completed, then have the student order the cut outs of the 3 sentences. After, have the student change the original sentences to indirect questions.

Sentence stress when asking indirect questions (3-5 minutes) • student is able to listen for stressed words while asking indirect questions

listen to recording 1.4. Have the student underline the words in the sentence which he thinks are stressed. Talk about the intonation of the sentence.

Personality vocabulary (4-6 minutes) • to provide meaning and understanding of different adjectives and phrases used to describe personality.

Have the student do the matching activity. If he doesn't know the meaning, have him guess which one is best suited. Discuss some of the metaphors used and which ones they might have in turkish also. Some metaphors are used worldwide and understood generally, whereas others are more suited to the country.

Writing indirect questions to establish the personality of a stranger. (8-10 minutes) • be able to write indirect questions about a stranger's personality.

have the student write 4 indirect questions to a stranger they have never met to find out what kind of personality they have. Put this in a real life situation by having the student work on his production skills. Role play that they are a landlord looking for someone to rent their apartment. The teacher plays the role of the person looking for an apartment.

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