Banu Kerkutluoglu Banu Kerkutluoglu

Teaching Practice 7
Upper Intermediate level


In this lesson students will practice speaking skills using functional language, expressing opinions in the context of superheroes. They will work together to create a superhero and a threatening situation in which the superhero can help.


Abc Wonder woman reading text
Abc Inventing a superhero/ inventing threatening scenarios worksheet
Abc Create a story
Abc Functional language slide

Main Aims

  • To provide fluency and accuracy speaking in deliberation of constructing a superhero and a threatening scenario.

Subsidiary Aims

  • To provide practice of language used for giving opinions.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

I will bring a Batman toy into class. Show the students the toy and ask them to talk a little about what they know of the superhero. What superpowers does the hero have? How did they become a superhero? Who are their most famous enemies etc. A couple of people to discuss opinions before moving onto next stage.

Exposure (2-4 minutes) • To provide a model of production expected in coming tasks through reading/listening

Students will read the Wonder Woman text which will provide context for the speaking activity to come. They will discuss the questions at the end of the text with their partner. WC just a couple of ideas.

Useful Language (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

Highlight functional language - agreeing and disagreeing and making suggestions. Highlight pronunciation. Drill.

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

Teacher will group students. The first group will work on inventing their own superhero as pairs. T will show Ss a guideline so that they can choose which powers and characteristics they wish their superhero to have. T will explain to Ss that they are not limited to this and they can choose other traits if they wish. ICQ to check instructions. The second group will work as pairs to discuss and prepare threatening scenarios in which a superhero can help. Again T will give them a guideline to work with. ICQ to check instructions.

Productive Task (10-15 minutes) • To provide an opportunity to practice target productive skills

Students will partner to match their superhero/threatening scenario with, then create a story by speaking about it. Students can make notes to put down ideas, however, they can not write their story. ICQ to check instructions.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

T draws students attention to errors she has written on board. Ss discuss errors andT encourages self correction. Feedback.

If time permits (2-5 minutes) • Further practice in fluency

Ask students to talk about the following with eachother. How would your life change if you had one of the superhero powers? Are there any of these superhero powers that you would not like to have? WC. Hot error correction.

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