Michael Clayton Michael Clayton

Michael Plan 5
B2 level


In this lesson, students are tested, taught, and retested on up to eight compound nouns (16 words in total). They will finish the lesson with a speaking practice exercise.


Abc Gap fill 2 blank answer sheet
Abc Gap fill 2 answer sheet
Abc Gap fill 1

Main Aims

  • To provide clarification, review, and practice of compound nouns in the context of law and order

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of law and order


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

Play "Law and Order" theme sound to elicit "Law and Order." Instruct students to listen. ICQ: Are we going to listen? Put Law and Order logo OB via PP and have Ss discuss with their partners what comes to mind when they hear Law and Order

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the TL (compound vocabulary words)

Count students off #1-6. Hand out exercise 1 gap fill adapted from Global Intermediate page 56. T gives students 5 minutes to complete exercise and monitors to determine which vocab words Ss do not understand. ICQ: Are we working alone? Are we working with our partner? Upon completion, SS have 2 minutes to trade papers with their partners (1 with 1, 2 with 2, etc) and check answers as T puts answers OB via PP.

Teach vocab words from Test #1 (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Only teach the TL that students did not understand in Test 1! 1. Put picture OB via PP of Town hall along with TL in a sentence. Ask students if there are town halls in Turkey. 2. Put word bubble with "civil servant" OB via PP along with TL in a sentence. Ask students what kind of jobs does a civil servant do? Add jobs OB via marker as Ss contribute 3. Put a picture of a divorce form OB via PP, with a "fill a form" in a sentence. 4. Put a picture of a long line and lots of paperwork OB via PP along with TL in a sentence. Try to elicit red tape. Ask CCQs "Is it red?" "Is it tape?" Use realia if needed. 5. Put word bubble with "government department" OB via PP along with TL in a sentence. Ask students what what kinds of government departments are there? Add jobs OB via marker as Ss contribute 6. Put "political parties" OB via PP and ask students what the names of the political parties in Turkey are. Flip slide to reveal pictures of Turkish political parties. 7. Put "Prime Minister" up on the board in TL and ask students who is the PM of Turkey and who are some famous PM around the world. CCQ how many Prime Ministers there are in a country. CCQ if the PM is the same as the President. CCQ if Obama is a PM. CCQ if Merkel is. Flip slide to picture of Merkel. 8. Put up "pay a fine" in a sentence OB via PP along with a video of paying a fine.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

Long gap fill story up OB via PP. Fill in the ones the students already know with a marker. Give students 5 minutes to fill in the answers on their own (individually). Have them then check with their partners before getting up and finding the full text stickied around the room.

Free practice (13-15 minutes) • To provide students with free practice of the target language

Separate the Ss into 4 groups of 3. Give each group a question from page 56 of Global Intermediate ex. 2. Give students 3 minutes to discuss and decide who has the best answer. (Optional: Have students with "best" response stand up and tell class.) Have students shift areas as they shift questions. Make sure all groups answer all four questions. CCQ: Are we going to answer? Are we going to pick the best answer?

Flex activity (5-10 minutes) • Provide additional practice for students

Divide students into new pairs and have them create a role play in which one student is a civil servant and another student is trying to pay a fine. Students try to incorporate as many words from TL as possible. Present before class if time permits.

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