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A love story. Past Simple, Past Continuous, Verb Phrases
Pre-Intermediate (A2) level


In this lesson, students will be provided with an opportunity to practice the TL from the previous lesson more freely in speaking. The students will also be supported with some vocabulary in the form of verb phrases to help them with speaking discourse.


Abc Happy Ending/Sad Ending Q&A Handout
Abc Power Point Presentation
Abc Listening Ex.4d&e
Abc Listening Ex.4c&d
Abc A Photo of Hannah and Jamie
Abc Five photos of Hannah and Jamie
Abc Strips of Phrasal Verbs
Abc Phrasal verbs hard copy answer keys
Abc Whiteboard, markers
Abc A story of Hannah and Jamie
Abc 11 pictures describing phrasal verbs
Abc Walls
Abc Sticky Tack
Abc Projector

Main Aims

  • To provide fluency speaking practice in re-telling the story in the context of a love story

Subsidiary Aims

  • To provide detailed listening practice using a text about a happy and sad ending in the context of a love story
  • To provide clarification, review and practice of phrasal verbs to retell the text in the context of a love story


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

*T projects a photo of Hannah and Jamie. *T points to the photo and asks: Who are these people? Sts respond. *T points at a couple and asks: What are their names? Sts respond. *T asks: Who do they remind you of? Don't they remind you of any recent story that you have read? Sts respond "One day October evening" story, a story about Hannah and Jamie.

Useful Language (4-6 minutes) • To highlight and clarify useful language for coming productive tasks

*T projects 1,2 pictures representing the phrasal verbs (e.g. invite somebody to dinner, wait for somebody); *T elicits answers from Sts; *T projects phrasal verbs related pictures with appropriate definitions under them; *T points to the pictures and asks: Match two pictures with their definitions. Sts match. *T points to strips of phrasal verbs' beginnings with endings and asks Sts to match them in pairs. *T asks ICQs if needed. *T says: You have got 3 minutes. *Sts work in pairs for 3 mins. *T projects answer key on the w/b. Sts check their answers. *T also provides Sts with hard copy answer keys for further kinaesthetic activity.

Useful Langauge/Practical Phase (4-6 minutes) • To highlight and clarify useful langauge for coming productive tasks

*T applies kinaesthetic approach. *T says: There are 11 pictures on the walls around the class displaying the phrasal verbs that you have just matched in pairs. *T points to the handouts with definitions and says: Match each phrasal verb with a letter on a picture. *T says: You have got 3 mins. *Sts walk around the class to match phrasal verbs with pictures. *Sts check their answers with someone they haven't talked today. *T projects answer key on the w/b for feedback.

Useful Language/Drilling (3-4 minutes) • To improve student's pronuciation and awareness of sounds

*T projects a few phrasal verbs on the w/b to carry out the drilling (the ones that are more problematic for Sts to pronounce): 1. drive along the high street; 2. take somebody to a restaurant; 3. run across the road; 4. be in a hurry *T drills backwards, Sts repeat.

Rehearsal/Preparation (6-8 minutes) • To help Ss prepare for the speaking stage, through rehearsal and planning

*T points to the text and says: You are going to re-read the story about Hannah and Jamie. *T says: You have got 2 mins. *T projects 5 (five) photos from the story on the w/b. *T says: Look at these photos and try to re-tell the story to your partner using the photos and the phrasal verbs. You have got 5 mins. *Sts re-tell the story to each other. *T takes some notes of language used for delayed FB and correction.

Productive Task(s) (10-12 minutes) • To provide an opportunity to practice target productive skills

*T gives Sts "green, red, blue, yellow, pink" cards. *T says: Green student sits with green, red with red, etc. *T projects two different smileys on the w/b. One 'happy', another 'sad' *T asks Sts: What do you see? Sts respond: A happy smiley and a sad one. *T says: There are two different endings to the story about Hannah and Jamie: A happy ending and a sad ending. Think about your happy/sad ending to this story and use the phrasal verbs to help you. *T projects the ready-made phrasal verbs from the previous stage on the w/b to help Sts with productive task. *Sts can take some notes to help them produce the story ending. *Sts work in pairs and tell each other their possible endings to the story. *T names Sts "Fenerbahce, BesiktaƟ, Galatasaray" to re-group them for telling their happy/sad stories to another partner. *T asks Sts to vote for the best story. *T takes some notes of language used for delayed FB and correction.

Feedback and Error Correction (10-12 minutes) • To provide feedback on students' production and use of language

*T asks Sts: What do you think is going to happen in the ending you have chosen? Sts respond their possible endings. *T asks the Sts to vote which ending they would like to listen to. Sts vote. *T plays a happy or sad ending related recording for Sts to check if their ideas were correct. *T asks Sts: Who chose a happy/sad ending? Sts respond. *T gives Sts a handout with questions to answer while listening to some details of the story. *T asks ICQs if the need be. *T re-plays the recording, Sts answer the questions. *Sts check their answers with partner/group. *T carries out delayed error correction based on the notes taken while monitoring the speaking stage.

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