Amirala Mosadeghi Amirala Mosadeghi

Upper-intermediate level


In this lesson the Ss will read a text and discuss about urban legends and superstitions. Out of that context, from the reading text they are going to be introduced to Passive Reporting. Models and practices will be provided for them and by the end of the session they will have the opportunity to use the language worked on in their own words.


Main Aims

  • To provide clarification and practice of Passive Reporting in the context of Urban Legends

Subsidiary Aims

  • To provide practice on reading for gist and details as well as speaking for accuracy and fluency


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

The Ss will be asked to discuss these questions in pairs in order to engage them in the topic of the lesson: - Did you ever hear a story you KNOW it was not true? What was it? - Did you ever hear a story you could not decide if it is true or not? What was that? T will give very short feedback on that and ask the whole class: - Are there any stories like that that are famous about Turkey? Upon the Ss answering, T will write the words "Urban Legend" on the board.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Ss are introduced to the content of HO - page 1 and it is distributed and instructed. Ss will have 2 minutes to complete the gist task (part A) They will check in pair and T will feedback on that Ss are instructed to do part B and then check in pairs. They will have 5 minutes for that. T will feedback on that and ask the Ss to show him how they came up with their answers. At the end of this stage, the marker sentences will go on the board.

Highlighting (2-3 minutes) • To draw students' attention to the target language

With the marker sentences on the board, T will ask Ss to read the sentences and see if there is any they do not understand. Upon the Ss answer, T will move on to clarification stage.

Clarification (8-9 minutes) • To clarify the meaning, form and pronunciation of the target language

HO - Page 2 and 3 distributed. T will instruct the Ss to do part 1 and then check with a partner in not longer than 1 minute. Upon completion, T will give feedback and do corrections through CCQs if needed. Ss are asked to do part 2 and check with their partner in 4 minutes. At this stage, T will walk around, monitor closely and if any help is needed, it will be provided to clarify meaning. Minor grammatical errors will be ignored since it is an exercise for understanding meaning and it should not be too confusing. After that, the answers go on the board and Ss are asked if they have similar sentences. Ss are then asked to do part 3 and check with their pairs in not more than 1 minute. T will monitor to understand if there is anyone in the class who has problem with PASSIVE VOICE in general. After 1 minutes, T will ask the whole class to give answers and give feedback. If there are any problems with PASSIVE VOICE, T will use CCQs and explanation to help fix them. Ss are afterwards asked to go to part 4 where they figure out the form of each marker sentence. T will instruct how two examples are done so they just need to do the other sentences.

Controlled Practice (6-7 minutes) • To concept check and prepare students for more meaningful practice

Ss are given slips of papers. They are asked to read them and write two senteces on the back using the info on the card and the structures in the chart. They will then read their sentences to partners and have them guess what their story is about.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Ss are asked to form two lines facing each other, or an onion ring, depending on the number of the Ss (since the classroom is not that big) and tell their stories (urban legends) to each other. The lines will move or the rings will turn to change partners. This will be done while a theme music appropriate to the content of the legends is playing in the background. T takes notes of errors. Ss will sit down and share interesting stories with the class.

Free Practice (4-6 minutes) • To provide students with free practice of the target language

Ss are asked to share ideas about other stories they have heard or read first with their partners and then with the whole class about their partners. T will take note and correct errors on the board.

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