Darren Aydin Darren Aydin

IH Celta 3
Pre Intermediate level


Abc New Cutting EdgePre Int Student Book

Main Aims

  • To provide specific information in the context of Important firsts

Subsidiary Aims

  • To provide clarification of a variety of lexical words in the context of important firsts
  • To provide fluency speaking practice in a conversation in the context of important firsts


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

1) Teacher will show SS a picture of a teacher - Teacher elicit what the picture is ? What it shows? 2) Teacher talks to SS about there first time teaching if there is time then teacher can also talk about first day of school

Pre/Listening (6-8 minutes) • To prepare students for the listening and make it accessible

Activity 1: SS will now in pairs discuss there first time memories from the list ( 1A) SS tick the box after explaining Depending on the number of SS, teacher can get SS to do this as a mingling activity. 1) "Now looking at this list, Talk about these memories to your partner" - Or "Everybody come to the middle and talk about your first memories to each other" 2) As SS are speaking, Teacher monitors and takes notes of any errors of form and meaning 3) Feedback with SS

Pre Listening (4-6 minutes) • To engage SS in the topic before listening

Activity 1B. 1) Teacher will focus SS attention on the Pictures ( a-d). "Look at these pictures on page 21) of the Handout. 2) SS work Individually to decide which "first memory"do these pictures represent - "Now look at these pictures and match the important memories to the picture" 3) After the have finished. SS compare there answers with there partner -"now compare your answers with your partner" Teacher Monitors throughout the peer checking for any mistakes to go over in the class 4) Feedback: Class shows answers to teacher as a class feedback. Any notes of error taken down by teacher will be on W/b

While Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information for listening tasks

Activity 2: SS will now listen to 2 listenings. ( Helen & Josh ) SS will listen and decide which pictures illustrate the stories they listened to Answer: B - C 1) "You will now listen to two people talking about the first time they did something" " I would like you to listen and match the 2 listenings to 2 of the pictures" (A-D) 2) After listening SS will check there answers with there partners ( Peer Checking) 3) SS give the answers to class. Teacher confirms

Post-Listening (4-6 minutes) • To provide with an opportunity to respond to the listening and expand on what they've learned

Activity 2B. 1) Teacher will go over the phrases in the box (2B) and go over them with SS to see if they understand what the meaning is. 2) If SS do not know the meaning then through a situation the teacher will explain the phrase. - At this point pronunciation will be done with the phrases Then teacher will ask these questions and either get them to discuss them in pairs or do a group discussion depending on number of SS: 3) "Can you remember which of these phrases come from which story?" 4) "What did Helen and Josh say about these things?" 5) GO OVER THE ANSWRS WITH SS

While-Listening #2 (6-8 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Activity 3. 1) Focus SS attention on the questions - "Look at question 3 a,b,c,d 2) "You will now listen to the stories again and answer the following question - At this point Teacher will give fill in chart for SS to fill in 3) SS check answers with pairs 4) Feedback: Checking with the whole class

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