Ekaterina Ekaterina

Kate TP 4b_12.06.17
Upper Intermediate level


In this lesson' students will be exposed to the topic about female gladiators. Firstly, they will watch a video of women fighting and asked questions about them, in order to provide students with an opportunity to guess what relevant adjectives they might use for their description. Afterwards, students will listen to a conversation between two friends talking about enrolling in a gladiator course. Students will complete two tasks following the listening section and then have a discussion about it. Then students will learn new words to describe a personality and have several tasks to practice newly-acquired knowledge.


Main Aims

  • To provide gist and detailed listening practice using a text about female gladiators in the context of adjectives to describe personality

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of female gladiators


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

Ss will watch a video (1 minute) about female gladiators. Then they will answer questions (while T trying to elicit necessary words from them): Are they angry? (yes) Are they violent? (yes) How do you call a woman who tells you what to do? (bossy, domineering) Are these women scared? (no) Are they nervous? (no) Do they feel uncomfortable with people? (no) Are they sure about their power? (yes) Ss will offer several adjectives to describe women on the video. T says: “We’ll go back to these description a little bit later. Right now we are going to listen to a conversation between two friends. There are some words you should learn before listening”.

Pre-Reading/Listening (3-5 minutes) • To prepare students for the text and make it accessible

T wll show a video. (30 sec). Ss get a list of questions to answer after watching a video (HO1 and HO2 with answers): 1. where are they? the Coloseum käləˈsēəm 2. are the people watching them very enthusiastic and positive about the show? (yes, people are raving about the show) 3. how do you call a very intense feeling of excitement and pleasure, making your heart beat faster? (You get a real adrenaline buzz watching gladiators fighting) 4. how else can you call female gladiators? (These women are amazons) 5. why do you need other people around you to encourage and cheer you up? To get moral support. 6. when you have to show you personal skills, strength and courage, it may be intimidating and frightening for you. Can you guess of one more word to describe this feeling? It is daunting. Ss will have a minute to give their answers, then T will check their answers.

Gist Listening (5-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Ss will be given HO3 to choose a title: 1. a visit to the Colosseum 2. face your fears 3. Miss Confident. Check WC.

Detailed Listening (5-6 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Ss will use same HO3 to do the second task: listen again and complete the sentences with the correct name. After listening, Ss will be given the script with the answers to self-check.

Post-Listening (3-4 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss will receive HO4 with A Tree Of Self-Confidence (I love ME because) They will write their qualities and talk about themselves to their partners.

Focus on Language (5-7 minutes) • TO provide Ss with clarification of new vocabulary

T will play Cambridge Dictionary and Ss will be pronouncing words. After each word T will ask if Ss know the meaning: Assertive, confident, self-assured Reserved, shy, timid Domineering, bossy, aggressive Then Ss will receive HO5 with explanation of the words and 2 exersises: - devide the adjectives into3 groups - think of a person who fits each category and tell your partner about them. Having completed the exercise, Ss will receive the comparison table.

Controlled practice (5-7 minutes) • To provide Ss with an opportunity for controlled practice of newly-acquired vicabulary

Ss will keep using HO5 to do the task 3 about their reactions to the situations in task 2. Ss will be asked to use new adjectives. Ss will work in 3-4 groups so that T will check each group using the words.

Semi-Controlled practice (3-5 minutes) • To provide Ss with an opportunity for freer practice of new vocabulary

T will display the phrase: Describe a recent situation where you had to assert yourself. Ss will work in pairs to talk about it.

If-Time activity (2-3 minutes) • To provide Ss with additional opportunity to practice the language

T will display the picture of HOW TO SAY NO. Ss will work in pairs, they will take turns asking each other to do something and their answers to each other must be NO.

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