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Chilhood and upringing (Speaking-Listening)
Intermediate level


Ss learn new vocabularies about childhood and upbringing through pictures, videos based on speaking and listening skills. the lesson starts with listening songs, playing games and objects about their childhood period and followed by listening activity about the upbringings of the characters in the context of the book "Cutting Edge" 3rd edition intermediate level. Finally, ss personalize the topic through group work based on speaking.


No materials added to this plan yet.

Main Aims

  • To provide vocabulary related to past time by clarifying the words such as "strict, permit, punish, get into trouble, ashamed, respect, encourage and etc." in the context of childhood and upbringing.

Subsidiary Aims

  • To provide ss practice the vocabularies by speaking and listening.


Warmer/Lead-in (4-8 minutes) • To set lesson context and engage students

Make 2 groups. Show 3 boxes to ss each of which including dialogue sentences. Give the instructions; -get the sentences out of box and read silently on your own. Deliver 2 boxes. tell group A to read the first sentence loudly and point group B to read the first sentence. then keep moving until the last sentence. Ask them what kind of dialogue is it? Ask group A where do they remember these sentences. Ask group B where do they remember these sentences. Then elicit the topic.

Pre-Listening (7-8 minutes) • To prepare students for the audio and make it sense

Provide to work in groups by naming them "childhood and upbringing" and give the instruction; - Write three descriptive things that you remember from your childhood. - Write three descriptive things that you remember from your upbringing. Then do ICQ. Show your answers to your partners and talk about common or interesting answers. Ask what did you learn about your friends?

While-Listening (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Provide to read information in given task on their own then ask; -Which topics do you think they will talk about childhood and upbringing? SS' FB. Provide to listen the audio. T's FB. Provide to read given task on their own then give instructions; -Listen the information and match the situations with people. Provide ss to change their answers with their friends differently. Get FB by asking questions.

Post-Listening (2-4 minutes) • To provide with an opportunity to speak and expand on what they've learned

Provide to turn the answer papers back and ask ss; -What do you remember about characters about their upbringing and childhood?

Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

Group ss and provide to read the given task. Give the instruction; -Divide the sentences in 2 parts; the ones having :), the ones having :(. -Say the ones having :) and :(. Stick the sentences to board and use CCQ by defining the highlighted words in black. Provide to remember belongings of the sentences applying CCQ and want them to write the name of the character near the sentences. Provide to get and give FB directly asking and giving questions and answers.

Target Langueage Practice (5-7 minutes) • To provide students with speaking practice of the target language

Provide to set ss in 2 groups and give the instruction. -Discuss the given question with your partners. Hand out different questions for each group. Then ask ss; -In what ways your upbringing/childhood are different or similar from the characters you listened. Compare your partner's bringing up and upbringing. FB from ss.

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