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Handout 4
Intermediate Level, B2 level


In this lesson, Ss will learn some vocabulary related to accidents and injuries which will be applied in a more communicative task (speaking). The teacher provides the context for pre-listening (listening for gist). The lesson follows with clarification of new vocabulary through applying ECDW technique. Then, it is followed by exposure through which Ss listen and put the words in the proper places. The lesson moves on with a speaking task for which Ss will have the chance to work in pairs/groups. The teacher should keep in mind to monitor the tasks, note down the errors, and give feedback. Different feedback techniques for different stages of the lesson will be applied by the teacher.


Main Aims

  • To present some vocabulary related to accidents and injuries by applying the technique of ECDW. Focusing on form, meaning, and pronunciation.

Subsidiary Aims

  • They are required to listen to an audio script (receptive skill) as well as to have the chance to express their ideas with their peers (speaking, productive skill).


Warmer/Lead-in (4-7 minutes) • To set lesson context and engage students

The teacher starts by eliciting some sentences about the topic of accident-prone that the Ss covered in their previous lesson. Next, draws Ss' attention to the pictures in ex 1, elicits their ideas about the pictures.The Ss listen and match the pictures with the conversations they heard, check with their peers. Feedback (whole class/WC).

Exposure (5-8 minutes) • To provide a model of the task and highlight useful words and phrases

Ss have the chance to listen to the audio (ex 2a), work in pairs. For feedback, Ss can nominate each other to read and say the correct choice.

Language Analysis (14-16 minutes) • To clarify the meaning, form and pronunciation of the task language

The teacher shows some pictures on the board using a video projector, elicits the words, uses CCQs in order to clarify the meaning of words for Ss. Clarification involves meaning, form, and pronunciation for the words which are to be presented. Moreover, the teacher elicits ideas about: on the way to + noun/ in the middle of + verb+ ing/ I was trying to + simple verb. Ss work in pairs, do ex 2 b. Then the teacher asks one student in each pair to write the words related to each column on the board (feedback). Ss work in pairs, read and match 1-3 with a-c, in ex 3a. For feedback the teacher writes the answers down on the board and Ss check their answers. Then, Ss do 3b in pairs. For feedback, the teacher draws three columns on the board and one student in each pair will write the correct ending in appropriate column.

Language Practice (10-14 minutes) • To provide students with practice of the task language

For ex 3 c, Ss are required to imagine accidents in the situations they discussed in ex 3 b and write a sentence for each. After that, one student reads her sentence loudly and asks another student to read his/her own sentence. (feedback: Ss nominate their peer (s)) For ex 4 a, set the time limit of 5 to 8 minutes, Ss discuss in groups. Next, the teacher gives them a verb and a number, asks them to line up at the front part of the class. They talk about their own experiences. (feedback: Line up Ss) For ex 4 b, the teacher gives instructions and asks the Ss to discuss in groups and decide who is the most accident-prone. (feedback: Ss work in groups). Finally one student in each group says who is the most accident-prone loudly.

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