Liz Liz

NewEnglishFile UpInt 3rd Ed. U1A - Demo
Upper Intermediate - B2 level


In this lesson, Ss will complete a jigsaw reading based on interviews with two famous actors. They will then focus on, review and forms of questions using the personal questions from the reading texts.


Main Aims

  • First lesson - To provide Ss with gist and detailed reading practice using a text about Q&A with two people in the news in the context of getting to know people and showing interest
  • Second lesson - To provide Ss with review and practice of question forms in the context of asking about personal information

Subsidiary Aims

  • To provide Ss with review of personal information questions
  • To provide Ss with fluency speaking practice in a conversation in the context of getting to know more about someone


Warmer/Lead-in (7-8 minutes) • To set lesson context and engage students

Introduce self to Ss and quickly learn their names. Focus Ss on PPT - visual 1. Elicit who the actors are Ss discuss in pairs/groups what they know about the actors and the series and films they've been in. Monitor and help if needed. FB - show visual 2 on PPT. Ss read & check if their ideas were correct. Take general w/c FB.

Pre-Reading (8-8 minutes) • To prepare students for the text and make it accessible

Tell Ss they are going to read interviews with the two actors - BC & EM. Ask what questions the newspaper might ask. Elicit a couple of ideas. Ss in pairs/groups think of some questions (remind them they don't need to write) Monitor and help if needed. FB - show Ss PPT slide 3 with the questions. See if they had similar ideas.

While-Reading #1 (8-10 minutes) • To provide students with a less challenging gist reading task

Tell Ss they'll each read one of the interviews. Divide Ss into two groups (A & B) seated in separate circles. Show HOs and ask Ss to read (HO1 or HO2 - ex b) and match the question and the answer. Remind them their actor will only answer a few of the questions. Remind them to skim and check they know not to read every word. Ss read and match the questions with the answers. Ss peer-check within their group. Monitor and check answers within the group - don't do w/c FB.

While-Reading #2 (12-12 minutes) • To provide students with a more challenging detailed reading task

Focus Ss on ex b (HO1 & HO2). Tell them to read again and answer the questions with the name/initials of each actor. Ss read and answer the questions - if Ss want to work together, let them. Ss peer-check answers within their group. Monitor and check answers with the group - don't do w/c FB yet.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Tell Ss they will tell each other about the actor they read about. Regroup Ss into pairs - A + B. Ss work in pairs to tell each other what they read and what they have learnt about their actors using ex a & b to help them. Monitor Ss and help if needed. Encourage Ss to explain in their own words rather than just showing each other their texts. Take some general FB. Ask Ss which actor was more interesting and why they thought so.

Second Lesson - Highlighting (6-8 minutes) • To draw students' attention to the target language

Focus Ss on the questions from ex b in the reading - PPT Slide 3 Ss in pairs/groups discuss which of the questions is - - the most interesting - the most boring - too personal to ask a person you don't know well. Monitor and help if needed Take w/c FB and enccurage Ss to explain their reasons.

Clarification (10-12 minutes) • To clarify the use, form and pronunciation of the target language

Focus Ss on HO3 - ask them to look at the questions and say what kind they are. Ss work in small groups to discuss and answer the questions on HO3 - Grammar ex 2a Monitor and help. Take w/c FB - elicting some examples to the w/b and highlighting form. Focus Ss on the pronunciation - HO4 - Pronunciation ex 3a - T1.4 Ss listen to people asking the questions and say who sounds friendlier and more interested. Model and drill, paying attention to linking, stress & intonation - highlight features on examples on the w/b.

(If time) Semi-Controlled Practice (8-8 minutes) • To personalise and provide speaking practice

Ss work in pairs to ask and answer the questions from the reading - PPT Slide 3. Monitor and take note of any interesting points. Nominate in FB Ss to report back about their partners or share points noted.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice & to give Ss controlled written practice of form

Focus Ss on HO5 Ss work in small groups to complete the questions with the appropriate form (or divide the work for each topic between groups, then regroup for Ss to peer-check). Monitor and help if needed. Ss peer-check with other groups Ss check answers against keys on the walls. FB - deal with any problems. Drill a few of the questions.

Freer practice (12-12 minutes) • To provide students with free practice of the target language

Ask Ss to interview at least three other Ss in the class (not their neighbours) using the questions from the Communicative Activity. They can choose which category of questions to ask. Ss mingle and interview each other (Alternative - do this as speaking lines/concentric circles). Monitor and note any errors/interesting points/examples of good language. Ss sit back down and tell their peers about the people they interviewed. Take some general FB about what Ss learnt about their partners. Do some delayed error correction/FB with examples noted while monitoring on the w/b.

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