Ilke Duru Ilke Duru

B3 level


In this lesson Ss will learn the difference between so and such through guided discovery with listening


No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of so and such in the context of location scout

Subsidiary Aims

  • listening and speaking


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

The teacher will use a slide to get Ss attention to the subject. - Have you seen this film? Do you know where it was set? - How do they find the places for the films? - Who does?

Exposure (6-8 minutes) • To provide a model of the language through a listening text

the teacher gives them the task. - On the HO, there are ... questions. (Chesting the HO) listen and choose the best way to complete these sentences. -Listen to the interview and answer the questions please. - Are we going to listen or speak? - How many questions are there? After listening the teacher gives them 2 minutes to check with their partners. - Check your answer with your partner please.

Highlighting (3-5 minutes) • To draw students' attention to the target language

The Teacher checks the answers with the Ss While the Ss give the answers she writes them on the board, as they will be her model sentences. -What is the answer for Q1? Yes, where did she say that? What was the sentence? After feedback she asks them to discuss with their partner what is similar in the answers. - What do you see here, what is similar in these answers, discuss with your partner for 2 minutes. Will we review the answers or will we talk about weather? How long will we talk? The teacher asks the pairs what they find. what do you think is the similar point here?

Clarification (6-8 minutes) • To highlight and clarify the target language

While the Ss speak with their partner, the teacher deletes the target words from the board. Then elicits the words from the students. - Which word do we write here? - Can we use such instead of so? Why? Why not? - Is it many or much? Why, Why not? Then the teacher writes the form as it is elicited from them. What comes after so? Only adjective? can it be an adverb? Is there any noun after the adjective? What comes after such? Is it only adjective? Can it be just noun, is there always an adjective? What comes after so many? So much? So little? So few? Where is the stress? Then Ss drills.

Controlled Practice (4-6 minutes) • To practice the target language

The teacher gives the Ss handouts and tells them the fill the gaps with the right word? - Read the sentences and fill the gaps with the correct words. After 3 minutes the teacher asks them to check their answers with their partner with to minutes and then the teacher gives the feedback and error correction.

Semi-controlled practise (6-8 minutes) • To practice the target language

the students will write about one place they have been using the target language. - take a paper and a pen, think of somewhere you have been and write about it. It shouldn't be longer than a paragraph. But you need to use so/such, so many/much/little/few in your writing. you have 4 minutes. - How long do you have? - What are writing about? - Are you going to use so and such in your writing? TT tells them to share their writing with their partner and does error correction.

Language Practice (6-8 minutes) • To provide students with practice of the task language

The teacher divides students in 3 people groups. - Think about Istanbul, where do you think you can set a film in Istanbul, where it would be a good place? Discuss in your groups. - Are we writing or talking? - who is your group? - which city are we talking about? - What are looking for?

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