Contemporary Topics 2, Unit 8
BP level


In this lesson, students have a chance to clarify vocabulary related to architecture and design through a guided discovery lesson. The lesson will begin with an introduction to the context via a video. Next students will be exposed to the TL via a short discussion and listening exercise. Followed by this, students will work in small groups to clarify the meaning and form of the TL and we'll clarify the pronunciation as a whole class. Finally, the students will have some controlled practice with a gap fill activity followed by a freer practice speaking activity.


Abc Answer Key
Abc Gap Fill
Abc Handout
Abc Powerpoint Presentation
Abc Projector
Abc Speakers
Abc Sticky Tack
Abc Whiteboard
Abc Discussion Questions
Abc Pictures
Abc Listening p 72 (B)
Abc Answer Key

Main Aims

  • To clarify meaning, form, and pronunciation of vocabulary in the context of architecture and design

Subsidiary Aims

  • To give students practice in listening for gist and detail
  • To give students practice in speaking for fluency


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

*T projects image of woman (architect), and asks, "What's her job?" Sts Respond "What does an architect do?" *T projects picture of Frank Gehry and says, "Does anyone know who this is?" (They likely will not know, but they may say he is an architect) *T says, "His name is Frank Gehry, he's a very famous architect. We're going to watch a video about him. As you watch, think about the question: Is he a traditional/normal architect? Why/why not?" * T plays video one time (2:00). *After video, T says, "Is he a traditional/normal architect? Why/why not? -- Compare your answer with your partner. You have 1 minute." *After 1 minute, T nominates one student to respond

Exposure (4-4 minutes) • To provide context for the target language through a short discussion

*T projects, "What makes a building beautiful?" on the w/b as a spider diagram and says, "Think about the question and tell your partner what you think." *After 1 minute, T elicits a few answers from the class and writes them on the board. *T projects pictures of two different buildings and asks, "Which building do you like more? Why?" *Discuss the questions in groups of three. You have 1 minute. *T gets FB from 1-2 groups on the buildings.

Highlighting (4-4 minutes) • To draw students' attention to the target language

*T says, "Open your books to page 72. We're going to listen to a conversation between Max and Leila. They're going to talk about the Child Development Centre building. As you listen answer these questions (points to exercise)." T uses ICQs if necessary (What are you going to do while you listen?) *After recording is over, T says, "Check your answers with your partner." *T displays correct answers

Clarification (17-17 minutes) • To clarify the meaning, form and pronunciation of the target language

*T projects slide with first target vocab word and demonstrates with w/c. *T points to handout and says, "Here are 9 more sentences with 9 new vocabulary words. You can use your mobile phones. (T provides useful websites to complete task) *T regroups sts using colors. *T passes out handout and says, "You have 10 minutes" *T monitors and provides assistance if necessary. *After 10 minutes, T says, "Compare your answers with another group." *T gives answer key for sts to check and ask questions. *T projects some example sentences and drills for pronunciation.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

*T projects part of p. 74, "Around the room, there are papers on the walls. You must choose the correct word from the box to go in the empty space. Work in your same groups. When you finish, come to the front of the room with your paper. You have 5 minutes." *T asks ICQs if necessary: What do you do with the word in the box? How long do you have? What do you do when you finish? *T monitors and provides assistance if necessary. *First group to finish, brings their papers and checks answers with the teacher. *The first group to finish will act as "teacher" and check the answers with the other groups.

Flexi stage (2-4 minutes) • To provide extra speaking practice for TL

*If time permits, T will ask sts to discuss prepared questions in pairs before they complete the freer practice stage.

Free Practice (8-8 minutes) • To provide students with free practice of the target language

*T points to the pictures around the room and says, "There are pictures of many famous buildings around the room. In pairs, discuss the questions here (points to handout). (Holds up sticky notes) When you see your favorite, put a sticky note on the picture. I'll ring the bell when your time is up at the picture." *T asks ICQs if necessary: What do you do with the sticky note? Can you speak in Turkish? *T puts sts into pairs and gives them handouts. *T monitors, provides assistance as necessary, and notes down language for delayed FB.

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