Richard Vile Richard Vile

Upper level


In this lesson the students will practice using the vocabulary common in adverts as well as making polite enquiries. To start the students will discuss adverts and match vocabulary, and in the second part practice speaking through prepared discussion topic cards.


Abc Adverts and enquiries handout p.14-15
Abc adverts

Main Aims

  • To provide practice and clarification of advert words and phrases in the context of promotional and classified material.

Subsidiary Aims

  • To provide fluency speaking practice in a pairs with dialogues in the context of making polite enquiries of each other from prepared cards.


Stage 1: Lead-in (3-5 minutes) • To set up context of the lesson and encourage student engagement

- post up ads on white board - have students read them all - after reseated ask students to select one they are interested and tell the class Which one interests you? Why?

Match vocabulary (8-10 minutes) • To provide a new vocabulary that is often found in context of adverts

- pass out hand with vocabulary and questions - match the words with the definitions - CCQ - ?s

Use of Language in Production (5-8 minutes) • To clarify usage of key vocabulary in the context of adverts

- SS prepare there own adverts which sell a service or product. Not entirely free practice as vocab. should be used. - Have students read over each others adds. - CCQs Is it about?

Listening (10-12 minutes) • To provide controlled listening practice for gist as well as modeling polite enquiries

- write questions on the board 1. who is the caller? 2. What does she want? 3. Is the receptionist able to help her? 4. Does the caller sound polite? -SS listen to recording - elicit answers Give students handout p.14 SS complete ex.2B compare answers CCQ - listen again SS check answers while following dialogue - GW, SS complete 3A, then ask and answer re: their own adds or the original ones

Speaking input stage (8-10 minutes) • To provide and SS practice new phrases in dialogues

- SS receive cut up dialogue ex 5 and need to arrange it in order. - elicit the correct order - Handout page 15 - SS match expression in 4a with roles of either receptionist or caller -Handout 6A and SS work in pairs for role play of customer and service person -T monitors listening for TL EXTRA Student A and B cards More role playing with Student A and B cards from p.151 teacher should stop class, elicit some unheard TL and then SS continue with different pairs while T to monitor

Feedback and Wrap (2-3 minutes) • To provide feedback on students' production and use of language

Elicit from students how they think the lesson went, what reflections they have

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