Michael Wear Michael Wear

Teaching Practice 4 - for TP 4b
B2 level


This is a speaking based lesson in the context of taking risks. The target language will be based on talking about yourself and your personal opinion on types of risks. Idioms will also be used to aid natural speaking styles. There will be a short listening activity for modelling the language and speaking activities for students to produce the learned language.


Abc Listening hand out
Abc Risk Questions prompt cards
Abc Idiom handout
Abc Audio

Main Aims

  • To provide fluency input and practice using natural speaking models in the context of taking risks.

Subsidiary Aims

  • To provide listening practice using the context.
  • To provide vocabulary clarification and practice of relevant speaking forms, idioms and collocations in the context of risk.


Warmer (3-4 minutes) • To set the context of the lesson and elicit relevant vocab.

Put the students into pairs and explain they will see a quote with words in the wrong order. They must discuss with their partner and number each part from 1-6 to complete the quote. Show a PPP of the scrabbled quote by Mark Zuckerberg from pg 38, English File Students book. When students have finished, correct mistakes and show the next slide (the completed quote). Ask students if they think it's true.

Lead-in (1-3 minutes) • To elicit relevant vocabulary and further introduce to context.

Tell Ss they will see some pictures projected on the WB. Ask they what they see and elicit the related vocabulary.

Pre-teach vocabulary and TL (6-8 minutes) • To allow students to understand the meaning and use of the TL.

Put the students in new pairs. Tell them they will receive some cut outs of idioms. Give the students a few seconds to read them. Tell the students they must match them with pictures on the board. Project the related pictures on the board. Correct any mistakes and use CCQs to confirm understanding. Use modelling to make sure Ss understand usage. Then elicit language structures to answer a question about themselves without using the words Yes or No first. Use modeling for further understanding.

Speaking Activity 1 (4-5 minutes) • To allow students to talk in pairs using the context.

Have each student talk to their partner about the question projected on the board. They must use the TL to answer the question. Monitor and listen for mistakes, use CCQs and further examples to confirm understanding.

Listening activity. (6-8 minutes) • To allow students to hear and interpret the TL used in a natural setting.

Explain to the students they will hear an audio of 6 people answering the question 'Are you a risk taker?' Play the audio once and ask the students how many of the 6 consider themselves risk takers. Use chesting to explain the handout and tell them they will listen to the audio again for the answers. Give them 30-40 seconds to read the statements. Play the audio twice if necessary. Have students peer-check using pair work and then put the answer key on the board. Ask students what type of risks the people take and why. Do they identify with any of the speakers?

Speaking Activity 2 (10-15 minutes) • To allow students to produce the TL through speaking

Elicit again the TL then project it back onto the board. Tell students they will be given a handout and use chesting to explain that they must ask each question to one person and decide if they are a risk taker or not. Then explain the red cards. Tell students they must use the TL. If students start their answer to a question with the word YES or NO they will be given a red card. Give the handouts to the students and have them mingle and use PW to fill in the answers. Monitor and listen for TL and any common mistakes. Give feedback but asking how many red cards each person got and why. Put students into groups and have them explain what type of risk taker each person is. Monitor and correct mistakes using CCQs.

Optional discussion activity. (4-6 minutes) • To allow students to use the TL freely.

Show a short video of people taking risks. Ask students to talk in pairs about things they would never do because of the risk or would like to try but it could be dangerous. Monitor and give a short feedback about any common mistakes using CCQs.

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