Stephen Ianno Stephen Ianno

Things Going Wrong
Intermediate level


Cover the use of the term 'suppose to' with the students.


Abc CD Audio
Abc English Unlimited Textbook

Main Aims

  • To provide Ss with clarification and practice of phrases to talk about changes of plan in the context of things going wrong.

Subsidiary Aims

  • To give practice in listening for gist and detail To give practice in speaking for fluency


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Pin the following terms to different places in the room: -Locked yourself out of the house -Got on the wrong bus or train -Lost your car keys -Broken down Write "Have you ever..." on the board Get students in pairs Tell them to walk around the room and respond to the situations listed. If they have experienced this, to tell their partner about it.

Pre-Listening #1 (5-7 minutes) • To prepare students for the text and make it accessible

Show the students the small handouts that they will follow as they listen Instruct students that they will listen to a text and answer these questions Hand out worksheets Read through the questions together and establish the context of the text.

While-Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students will listen to the audio and respond to the given questions as they listen. After listening, students will check with their peers to see if they agree. Class regroup and check answers

While-Reading/Listening #2 (10-13 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Before listening again, students will receive a worksheet I show it to students, give instructions Students tick the things Rob is going through in the audio Students work with peers Listen again to audio Students check again with peers to see if they were correct Class FB

Post-Reading/Listening (9-11 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Show worksheet to students and hand it out Explain that they are to match the fragments correctly Have them work in pairs Class feedback Say the phrases out loud and drill students on them Introduce the first sentence from the second part of the worksheet and write the first example on the board Elicit possible responses. Get examples Have students complete this in partner work

Personalization (5-7 minutes) • Enable students to apply the language to their own lives

Have students make sentences with the same form as shown from the worksheet that apply to their personal lives Have them share with partners Share with class

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