parvaneh esteki parvaneh esteki

Getting it Right
B2 level


In this lesson Ss learn how to make a list of Tips on how to ... It starts with a quick flashback to the previous lesson. Ss get involved with the topic by matching some pictures and the sentences as topics for their next speaking activity. Then the Ss should guess some missing words in the text they have been given. ss skim the text and match them with the topics. There will be a gist listening task to check their answers after they have been cleared on the new voc. Ss should underline the useful words and phrases in order to use them later in their speaking activity. There will be a handout containing some language notes on how to use the phrases in the sentence. At this time Ss are put into groups to work on the topic they have chosen. They are supposed to make a list of Dos and Don'ts. After that, each S joins other members of different groups and they take turn introducing their list, getting FB from their peers, commenting on each others' lists.


Abc Useful Language Box
Abc List of Topic sentences...
Abc Pictures
Abc Language Notes

Main Aims

  • To make Ss speak about their chosen topic and introduce their list of Dos and Don'ts to their peers.

Subsidiary Aims

  • Gist Reading to guess some missing words, and Gist listening to check their answers


Warm up (5-7 minutes) • To engage Ss to the topic by flashbacking to the previous lesson.

T asks Ss: Do you remember some dangerous situations from your last lesson yesterday? Elicit the answers from Ss. T writes on the board: What should we do in an earthquake for example? Gets FB from Ss. T writes on the board: What shouldn't we do in an earthquake? FB from Ss Another option: one S asks these questions from another S across the class, and so on. T elicits the words Dos and Don'ts and Tips from the Ss and writes them on the board, indicating that they are going to use these later during their activities.

Lead In (3-5 minutes) • To read the list of tips and match them to the pictures

T puts some pictures on the board and asks Ss to explain about each picture. Then T gives page 64 to the Ss to focus on the first part by folding the page. Ss read the topics and match them to the pictures in pairs.

Gist Reading (5-7 minutes) • To guess some of the missing words in the text and match each part of the text to the topics

T puts Ss into pairs. They should guess the missing words. T elicits which text matches which topic. To reinforce their guesses, Ss turn their pages down, and the recording is played. They try to check their guesses in pairs. T gets FB from the pairs.

Gist Listening (15-20 minutes) • To check the answers

T pre-teaches the new voc. writes them on the board, elicits the meanings using CCQs. Then play the recording, Ss check their answers in pairs and T gets FB as WC. T gives instructions for Ss to underline useful phrases in the text. Option: There can be a class discussion about the ideas in the text. Who agrees and who disagrees?

Presentation (10-12 minutes) • To introduce the Language Notes section to the Ss, to work with the usage of the new phrases in speaking activity

T projects the Language Notes on the board, attracting the Ss attention to it, explaining that they are going to use these phrases in their speaking activity later on. Then Ss are given a hard copy of it to work on in pairs. Some example sentences might be elicited from Ss for more clarification.

Controlled Practice (10-15 minutes) • To prepare the groups and their topics and make a list of Dos and Don'ts

Ss are put in groups of 3 -4 using colored paper strips. Each group chooses one topic on the list or from their own choice. Groups must have different topics. Then each group makes a list of Dos and Don'ts. T monitors them, helping them with voc needed or some refreshing ideas. In the middle of the activity, T reminds them to use the words and phrases they have learnt in the lesson. At this point, T projects the Useful Language box on the board for Ss to see it clearly. At the end, T gets FB from each group and checks some of their sentences.

Freer Practice (10-15 minutes) • To put Ss into new groups in order to set the speaking activity

Ss are put into new groups with different colors. Each S tell others about their topic and list of tips. They must find out if others can add any ideas. Do they disagree with any of the suggestions? T encourages Ss to make comments on each other's lists. Ss take turn doing so. T gets FB from each group.

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