Mohamed Khalaf Mohamed Khalaf

culture corner
intermediate level


No materials added to this plan yet.

Main Aims

  • To provide clarification of state and activity verbs

Subsidiary Aims

  • To provide specific information listening practice using a text about canada in the context of comparing cultures


Lead-in • To set lesson context and engage students

_review homework(feedback and correcting mistakes). - Students read the advert and say if they would like to go on the holiday, giving their reasons. - Encourage students to guess the meaning of any new words from the context and to refer to the Mini- dictionary.

Exposure • To provide context for the target language through a text or situation

Exercise 2 - Read the instructions. Use the example verbs in the table (realise, carry) to check students' understanding of ’states/feelings’ and ’activities'. - If you wish, do the first verb in the advert (understand) with the class. - Students then work individually or in pairs, completing the table. - When checking students' answers, build up the complete table on the board. See Grammar notes above about verbs which fit both columns of the table. Answers States/feelings: understand, know, taste, mean, don't want, like, prefer Activities: prepare, costs In pairs, students add more verbs from the text to each column. - Students then feed back to the class and add verbs to the table on the board. For example: states/feelings - feel, think, have; activities,dream,come, organise.

presentation • To draw students' attention to the target language

Exercise 3 - Read aloud the instructions and check that students understand what to do. Students read the postcard to find which verbs are used in the continuous tenses. - When checking answers, ask students to read aloud examples of the verbs in continuous tenses. Explain that look' can be either a state (Mount Everest looks stunning) or an activity (I’m looking at Mount Everest), depending on the meaning. _Answers :activity verbs - Students then complete the rule _Answer activity, state

Controlled Practice • To concept check and prepare students for more meaningful practice

Exercise 6 - Advise students to read the complete text quickly before filling in the gaps. - Students compare their answers in pairs and practise reading the dialogue aloud before checking answers as a class. Answers 1 Do you like 2 love 3 enjoy 4 do you think 5 come 6 don't know 7 want 8 am working 9 understand 10 are enjoying 11 means 12 do the tourists differ 13 smell 14 eat 15 don't dress 16 drink 17 doesn't taste 18 love

Free Practice • To provide students with free practice of the target language

Exercise 7 - Students put the expressions into two lists: expressions that can be used in both the Present Continuous and Simple; expressions that can be used only in the Present Simple. Answers Present Continuous and Simple: play football, think about, look ' awful, look at, have a shower Present Simple: want, have a pet, like - Read the example pair of sentences with the class and elicit two sentences for one of the other expressions, e.g.. think about. - Students then work in pairs, using the verbs to write sentences. Monitor and help where necessary. - Some of the students read aloud their sentences to the class.


Exercise 1 . Give students time to read through the information about Canada and use the Mini-dictionary to check vocabulary. Encourage students to guess some of the missing information. _ Play the recording for students to listen and complete the information. If necessary, play the recording again. - Check answers by playing the recording and pausing after each answer. Check that students write the long numbers correctly. Students can see if their guesses were correct. Answers 1 Ottawa 2 32 3 French 4 the UK 5 one 6 4,200 7 6,000 Exercise 2 .- Students work in pairs, looking at the photos and discussing their answers to the questions. The groups then feed back to the class. Exercise 3 - Give students time to read through the events and guess the sequence of some of them. - Play the recording for students to order the events. - Students compare answers with their neighbours before checking answers as a class. - After checking answers, ask individuals to read aloud the events in the correct order. Answers 1d 2h 3b 4e 5a of 7c 8g Exercise 4 - Read through the topic With the class. elicit note_ making techniques from the students, e.g. omitting unimportant words, noting key words, using headings, abbreviations, symbols and personal ’short hand'. Remind students that their notes are for their own use. The most important thing is to select the correct information and be able to use their notes to retrieve the information. _Play the recording, several times if necessary, for students to listen and make notes. - Students compare notes with a partner and see if they have selected the same information. - Students feed back to the class and give information about each topic.


Comparing Cultures - Read through the instructions with the class and elicit suggestions of travellers and explorers for students to research. - Allow time in class and/or at home for the pairs to find out their information, make notes and prepare their talks. Encourage them to use visuals to illustrate their talks. Help students with vocabulary and pronunciation where necessary. - Students work in groups giving their talks. Monitor the activity but do not interrupt. Make a note of any general language difficulties to go over with the class afterwards.

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