Soheil Ataie Soheil Ataie

phone bills, prepositional phrases
Intermediate, B1 level


in this lesson the students learn about the "prepositionl phrases" and their natural uses in our daily lives. the main focus of the lesson is to develop the students` lexis while there is a sub-aim too, which is introducing a short text on "phone boxes in Britain".


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of prepositional phrases in the context of telephone bills

Subsidiary Aims

  • To provide gist and scan reading practice using a text about the red phone box in the context of phone use


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

this can be the best start if I combine both warm-up and vocab pre-teaching so that both the stutents will get to know the context and review or learn some words. the words are "monopoly", "compete with", "phone box", or "phone booth." I will use pictures to elicit phone booth and monopoly and the rest will be elicited orally.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

the exposure will be done using the text, then I will give them the HOs of the phone booth text, beforehand I will write two questions on the board "1. which country is this text about?" "2. was British telecom strong or weak?" and tell them to read the text in "one minute" to find the answers, ICQ: "do you do this with your friends or alone?", when they are done with the task, I ask them to check in pairs, after receiving the FB, I will show them one example of prepositional phrases and ask them for the name, if they do not know I will introduce it and ask them to underline them in the text in 2 minutes. finally I will receive the FB.

Highlighting (2-4 minutes) • To draw students' attention to the target language

in this stage, I will write some of the phrasal verbs in the FB on the WB, then I try to draw their attention to written words. to complete this stage I will need to give them the HOs of the vocab and ask them to listen to the listening to fill the gaps and give me FB. finally I will have a bigger portion of the TL on the WB received as the FB.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Now, I have all I need on the WB, I will clarify the meaning which through "eliciting" and "CCQs" like "by chance" means I had a plan? or "on file" means physically on a file? or just recorded? then I will drill (chorally) & (individually) the correct pronunciation, and show the correct form using different colors on the WB.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

to do the CP, I will ask the students to stand up, find a new partner, and ask five questions from the list, then as the FB each chosen student should choose another student and ask the questions. I will provide DEC ( delayed error correction) if necessary.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

time is too short for this...

Free Practice (8-10 minutes) • To provide students with free practice of the target language

I will refer them to the last questions of the page, which will be given on the WB, and ask them to talk to their peers, in this practice one students is the "adviser" and the other is the "tourist" and give me the FB, they are supposed to talk about the telephone companies in Turkey and give advice for getting a new phone account. ICQs: are you writing the answers or just telling each other?

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