Emanuela Pellizzetti Tümer Emanuela Pellizzetti Tümer

Teaching Practice 3
Upper- Intermediate level


In this lesson, students are exposed to a specific functional language for explaining reasons; the content will be elicited through a guided discovery by using a reading from the previous lesson. Students will have the chance to practice since the beginning, being able to discuss with their peers and by the end of the lesson to become more independent and confident in a role-play challenge.


Abc How to use functional language.
Abc Fill in the text with the correct linkers.
Abc Hunt the words through the lines!
Abc Crazy Phobics
Abc A good explanation: give reasons for being crazy

Main Aims

  • By the end of the lesson, learners will manage to understand and use some specific functional language for explaining reasons, essential linkers to speak fluently..

Subsidiary Aims

  • To provide practice of the target language immediately as a reinforcement and speaking for fluency


Warmer/Lead-in: hunt the words through the lines. (5-10 minutes) • To set lesson context, engage students and highlight the target language

The warm up of this lesson is made of two steps. The first one, presenting the functional language of the day wrapped up in some marker sentences that I tell them concerning my life/experience. In the sentences the 4 important linkers that students will practice will emerge through the examples and confirmed by an immediate use of CCQS. For the second step will be used as a resource, the text about phobias that the teacher of the previous lesson would have worked on for reading tasks. Students will be split in 4 groups (according to their number that day) and to each group will be provided an A3 paper of the reading mentioned above. They are asked to read it quickly and hunt the words that came out of the marker sentences. Those words will be written on the board as a reminder. This task is a race, the quickest group will win and will present the words to their peers with motivations.

Exposure- (6-10 minutes) • To provide a model of the task and highlight useful words and phrases

As the functional language is out, (so that, in order to, in case, otherwise) students will be asked to do ex.1 on p.37 to model the form of the grammar box. This structure will avoid as much as possible a teacher-centred task. To end the task SS will be asked of what Jenny (the main character of the paragraph) is afraid of. A whole class feedback will be given and further clarifications of the form added on the board. (form, use in past tenses, pronunciation,register.)

Controlled practice for language Analysis. (8-10 minutes) • To provide an opportunity to practice target productive skills

Another pairwork will be provided and students will do ex.2 , completing sentences with the correct linker. As soon as they're finished, they will be asked to discuss about it for one minute. Meanwhile, I'll write the answer key on the white board. Practice and discussion will get them more confident about the grammatical form.

Freer Practice for productive skills. (10-15 minutes) • To provide students with practice of the task language immediately.

One or even two (if time allows) games/role play will be the best in order to provide learning and fun to the SS at the same time, while speaking for fluency too. It is a challenge in terms of time but I will work on it at my best. The decision on which game to chose will depend on how the SS will respond to the functional language during the first half of the lesson. First game: crazy flashcards - explain me why. i will provide flashcards to the students, that will be pairing, each one will have 2/3 cards. They must keep them face down and taking ideas from them to accuse, in a funny way, their partner to have been doing something one day ago/a few hours/ecc describing the drawing on the card. the partner will answer trying to look for a convincing and logical reason for their actions by using the functional language analyses previously. an example will be given: "I saw you were running out of your home yesterday night very late!!!!! What happened?" - Example of answer: "yes, you are right! I remember i forgot my pijama in the office and in order to sleep i had to take it back" - funny but appropriate answers will be encouraged. Second game: Don't be scare, choose a phobia. SS will be divided in 2 groups A and B (2 sub groups if a big number) and will be given a handout from which they have to choose a phobia and describe it with at least 3 sentences. then, they will be matched with different pairs and they will interview the member on the other group about his/her phobia and viceversa. During this task, i will try to monitor them at my best without being intrusive but offering my support in case of need.

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