Samira Namakdoost Tehrani Samira Namakdoost Tehrani

Teaching Practice 4
Intermediate level


In this lesson, students learn vocabularies about accidents and injuries, practicing raising awareness of saying how something happened and get ready to speak about the last accident happened to them and find out who the most accident-prone is. Firstly, students listen to five short conversations and match them with the pictures in ex 1. Then, the teacher elicits the vocabularies in ex 2 by making gestures, showing pictures or sound. The Ss play miming game to practice the vocabularies related to accident and injuries. Then, they have to find other examples relevant to the vocabularies they have just learnt. As the next stage, I clarify the MFP of the expressions: 'was on the way to + noun, was in the middle of + -ing and was trying + infinitive'. Then the Ss play a game in which they have to make some sentences to practice using these points. Finally, they must talk about themselves and in a role play activity. practice talking about how accidents or injuries happened to them.


Main Aims

  • To provide clarification and practice of saying how something happened in the context of accidents and injuries.

Subsidiary Aims

  • To provide fluency speaking practice in a whole class discussion in the context of saying how something happened to Ss or someone they know.
  • To provide listening practice using a text about saying how something happened in the context of accidents and injuries.


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

- I show the pictures from ex 1 in the book on the projector. - I get the Ss to work in pairs and say what they think has happened in each picture in 1 minute. - I get the Ss to share their ideas with others. They will check the correct answers later so as FB, I just ask a few questions as a lead-in activity. - After eliciting via asking some questions, I finish the lead-in by asking this question: * What do all these pictures have in common? (They are all about accidents and injuries.) As a result, the Ss get the context of the lesson.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

- I give the Ss the HOs of exercises 1-4. - I point to the photos in ex 1 and I say that the Ss have to listen to the recording on CD. I tell them that there are 5 conversations on CD and they have to match each conversation with pictures A-E. - Then, I play the recording. - After the listening, I give students time to check their answers in pairs. - As FB, I get one of the early finishers to come to the board and writes the answers. - The, I elicit the words 'drop', 'break', 'bang', 'slip', 'fall over', 'cut my finger' and 'trip over' by visuals, sounds, making gestures and telling a very short story. - Eliciting happens at this stage. - Then I give these instructions for the following activity in which the Ss need to practice the words: - I give one blank card to each Ss. They need to write down one of these words. - Then, I get the Ss to swap their cards. - Now they have to stand up, open their card but they mustn't say what word they have. They can make gestures, mime or say short sentences to elicit the words from as many students as they can. - To make sure that the Ss have gotten what I has just said, I ask some ICQs: - Do you have to write any verbs or the verbs on the board? (The verbs on the wall) - Should you show your friend what you have written? (No) - What should you do to help your friend find out the word? (Mime, gestures, sentences but not that word in the sentence) *** Explain that when the job with one of the Ss finishes, the Ss shouldn't sit down, they have to move around the classroom and start working with another student.*** - Then, I let the Ss to play the game for 3 minutes. - Then, I show the questions from ex 2b: What other parts of the body do you break, cut or bang? What things do you drop or break in the home? and What kinds of things make you trip or slip over? - I get the Ss to work in pairs and provide some other examples in 2 minutes. - Then, I ask for some other words from the Ss that can be matched with the questions and the Ss say what they have found out. - I Have provided some other examples and I will show them on the board as well.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

- I get the Ss to work in pairs and try to complete the sentences 1-3 in ex 3a with items a-c. I tell the Ss that there are sentences from the listening task and I want them to try to remember the recording and then answer. - Actually because the target of this exercise is not listening, I do not play the recording again to let the Ss check their answers. - I get the Ss to work in pairs and check their answers. - Then I show the answers on the board. - I use these sentences to clarify the following expressions. - Firstly, I clarify the meaning: "These phrases are used for starting to explain what you were doing or where you were when a problem, an accident or injury happened to you." Generally, you clarify that these expressions are for explaining how an accident or injury happened to you. - Secondly, I work on their forms on the board. * was trying to + infinitive * on the way to + noun * in the middle of + -ing - Finally, I work on their pronunciation by repetition and drilling as well. In fact, I give the Ss some clues and they have to change the sentences using my words. - Then I show them the second part of the sentences about how to explain a problem or accident. * was trying to + infinitive + when + simple past * on the way to + noun + when + simple past * in the middle of + -ing + when + simple past

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

- As the next stage, I give the Ss a hand out. - They have to work in pairs and match a phrase with an ending. - As FB, after a minute, I ask the Ss to give me the answers. - Then, I rearrange the groups. - The Ss in groups of four, are given a paper in the shape of a skirt on the board. In each cut, there are three phrases which are not completed. - The Ss need to take the cuts one by one, discuss their ideas in their groups to create imaginary accidents in the situations on the cuts. - They have to complete the sentences, show me and then if their sentence is correct, they can take another cut. - The first group that finishes writing correct sentences is the winner. - To make sure if the instructions are clear, I ask some ICQs: * Are you going to make your own sentences or complete the sentences on each cut? (Sentences on each cut) * Are you working alone or in groups of four? (In groups of four) * Who is the winner? (The first correct group) - As the next activity, I set an interviewer and an interviewee in each group of two. - I give their relevant role cards. - I explain that the S who is the interviewer must prepare himself/herself to ask some questions using the key words on their role card. I make an e.g. to make it clear: * When was the last time you dropped something? - Then, I explain that the S who is the interviewee must prepare himself/herself to answer some questions related to the topics on their role card. I make an e.g. to make it clear: * It was yesterday. I was in the middle of washing up when I dropped a glass. - I let Ss to start the role play activity. - When they finish, I get the Ss to change their roles and act out the activity again.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

- While Ss are discussing the questions, I walk around the classroom and monitor them. In addition, I write some of their common errors down on a piece of paper. - As FB, I ask some pairs to act out their role play. So the students get the chance to model how to say something happened via using vocabularies related to the accidents and injuries. - The Ss must listen to each other carefully to find out who the most accident-prone is. - As error correction, I write some of the student's common errors on the board. - I get the Ss to work in groips and try to correct the errors. - Then, I ask the whole class to correct the errors.

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