Laura Crate Laura Crate

Teaching practice 3 Main aim: Functional Language
Intermediate level


In this lesson students will learn to use So/Neither to converse about similarities and differences. I will begin the lesson with two images on the board: one of a set of identical twins and another of a dog and a cat. I will then ask students to discern the topic of the lesson in a 2 minute discussion in pairs. After discerning the topic of similarities and differences I will lead some guided discovery on the board, first using So and then neither, asking students for the response and the form and also demonstrating exceptions, afterwards concept checking with CCQs. I will then have students pass around a self made HO of a matching exercise, Ss have to match the correct sentence to the correct response in pairs, afterwards they will check their answers against the answer keys on the wall. There will be a short WCFB, where students will get the chance to explain to one another the form and responses of the sentences. The Ss will then be presented with the trans script of the listening exercise from the previous class on coincidences. They will be asked to work in 5 groups underlining 5 modal language examples and find the auxiliary verb in the response, before electing a member of each team to stand up and write one on the board. If time there will then be a 4 team exercise, where groups will play dominoes with the modal language, trying to connect as many as possible in the time limit, before reading it to the class. Following this there will be a HO with eight sentences and students have to choose one of 3 possible responses for each, they will work in pairs over three to four minutes, after which each pair will give the answer to one of the sentences. This will be followed by a speaking exercise, in pairs they will use the modal language to respond to 8 provided sentences.


No materials added to this plan yet.

Main Aims

  • To provide clarification of language used for So/Neither in the context of similarities and differences.

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation using So/Neither in the context of similarities and differences.


Warmer (2-4 minutes) • To draw students' attention to the target context

The warmer will begin with two images on the board: one of identical twins, the other of a cat and dog. Ss will have two minutes to discuss in pairs what they think the topic of the lesson is.Followed by quick WCFB discerning the context of the class.

Lead-in (5-8 minutes) • To provide clarification of target modal sentences

I will start by writing I'm happy on the board and try to elicit from the Ss the response that states that they too are happy using So. Hopefully they will reach the response of 'So am I', if not I will aid them, following this I will ask them to work out the formula for me, proceeding with the negative, 'I can't leave yet' again I will encourage Ss to elicit the appropriate response 'Neither can I'. I will repeat the process with another sentence, 'I love kebab', again I will ask them to point out the formula, this time however there is no auxiliary verb, here I hope to elicit the correct response from Ss and point out that in this instance do/does/did is used. So far these are all similarities. I will follow up with differences, writing 'I can't speak Turkish' and eliciting the response and the formula once more.

Functional Language practice (5-8 minutes) • To check that students have understood the concept and practice

I will now provide a HO, Ss will work in pairs to match the sentences with the correct responses. They will then check their answers against the answer keys around the room, followed by WCFB if clarification is necessary which Ss will provide for each other.

Functional Language recognition. (8-10 minutes) • To check that students have understood the concept and practice

Ss will work in five groups and be given the trans script from their previous lesson and asked to underline 5 examples of So/Neither + auxiliary verb + subject and the verb that corresponds to the auxiliary verb in the response. Afterwards each of the groups will nominate one person to come and write one of their examples on the board.

Mid lesson if extra time game (5-6 minutes) • To check that students have understood the concept and practice

Students will work in four teams to connect as many dominoes as possible containing So/Neither sentences and responses.They will be given 4 minutes and will then be asked to read what the have produced to the class, or I will check and count as I monitor and announce the winner.

Final concept checker (4-8 minutes) • To check that students have understood the concept and practice thoroughly

Ss will be given a HO with 8 sentences, each providing three possible responses for the students to choose. Ss will work in pairs to choose the correct response before announcing one of their answers to the class for WCFB.

Oral practice of lesson objectives (8-10 minutes) • To allow students to practice target functional language in real conversation

Ss will be given eight sentences and in pairs will answer and discuss their responses, during which I will again be closely monitoring Ss and involving myself in their conversations to see their understanding of the functional language at the end of the class. If time allows it there will be a short WCFB of students sharing their responses with the class.

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