Anastazja Cariuk Anastazja Cariuk

TP2 - Monday 24/10/2016 - The mind
Upper-Intermediate level


During this lesson students will practise their speaking skills the most in topic related to the mind and brain abilities. Through fun quiz they will find out about themselves and others and will be engaged in conversation between each other in the group activity. In order to define brain halves characteristics in a better way, students will be introduced to some vocabulary. Also, there will be listening exercises included to help them understand the meaning of these words in the context.


No materials added to this plan yet.

Main Aims

  • To practise speaking skills on characteristics of brain

Subsidiary Aims

  • To provide deduction of the descriptive vocabulary by listening to recordings


Lead in (3-5 minutes) • To generate interest in the theme of the lesson

In order to hint the topic of the lesson and make students interested, I will explain that I will tell them one fact about the brain. I will quickly divide them into pairs and ask them to think if they know any facts about it. If we will not be able to catch most important fact which is 2 halves of the brain, I will hint it by asking whether this organ is whole. I will put left- and right-handed phrases on the W/B and ask them if they know which type they are.

Practice activity (12-15 minutes) • To encourage Ss to find out more about the topic

This exercise will help students get introduced into right- or left-brained descriptions. I will pair students into A & B. I will then get the quiz in my hand and say that they will ask each other questions and note the answers down. I will ask one students to come up to me and do demo in front of the whole class. Before I give the hand-outs, I will ask students B to bring chair in front of their partner A. I will ask students B to out their part of the quiz face down. Once A's are finished, students B will ask their questions and note answers. Ask A & B to total up results but do not tell this to each other.

Useful language (4-7 minutes) • To clarify language which learners will find useful in order to complete listening task

Mix students up using Apple/Banana technic or similar. Divide students into pairs and give them handouts with the vocabulary in exercise 2. Ask them to discuss together what they think words mean. After everyone is done, ask each group what they came up with. If there are still some words they do not know, make a realia or context example.

Listening for specific information (7-10 minutes) • To practise listening for specific information and familiarise learners with the vocabulary

At this stage, tell Ss that we will listen to a recording where they will find out answers in Quiz and they will have to decide which characteristics in exercise 2 are for right- or left-brained people. Check with students if they need to listen once more. Then get them in pairs to peer-check answers. In the end clarify questions if necessary.

Listening for inference (4-7 minutes) • For learners to understand the text in more depth

Put exercise 2b on the W/B through projector. Tell the Ss to look at the questions and think about them while recording will play again. Put the same listening exercise once more. Ask the whole class their opinions, 1 or 2 people, on each question.

Speaking task (4-7 minutes) • For learners to practise their oral fluency in relation to the topic

Tell Ss they will discuss results of Quiz in pairs. Show then the 'Useful Language' hand-out and say they can use phrases from there. After giving the hand-outs they start discussing their results between each other.

Speaking task (4-7 minutes) • For learners to practise their oral fluency in relation to the topic

OPTIONAL: If more time available, discuss in small groups questions from exercise 4.

Web site designed by: Nikue