Florence Florence

Copy of Social expressions lesson plan
Intermediate level


In this lesson students will learn how to give responses in specific situations such as giving a response to a good news/bad news. They will be asked to work in groups and answer some questions to get a general idea about the context. Then, they will listen to a recording where they need to find who sounds more friendly, the man or the woman? After deciding which one sounds more friendly, they will be taking turns to practice saying the words in a friendly way. After practicing stage, they will be given some situations and answers. They will be asked to match the situations with the answers. They will check their answers by listening to the recording. After that, they will be given a situation and they will be asked to come up with a suitable answer for the situation.


Abc PowerPoint Presentation (Appendix B)
Abc PowerPoint Presentation (Appendix B)
Abc PowerPoint Presentation (Appendix B)
Abc Straightforward Intermediate Student's Book (Appendix F)
Abc Matching activity handout (Appendix D)
Abc Practicing the phrases and words cards (Appendix C)
Abc Situations cards- Appendix E)
Abc Grouping- situations and answers (Appendix A)
Abc PowerPoint Presentation (Appendix B)

Main Aims

  • By the end of the lesson, students will be able to give a suitable answer when they are faced with some situations such as hearing good/bad news

Subsidiary Aims

  • My sub aim is listening for specific information and speaking for fluency.


Lead-in stage (6-8 minutes) • To set the context to get their interests in the topic and activate their schemata

T greets the students and asks them how they are feeling today. Then, T tells the students that she has some situations in her hand and some answers, I am going to give you a situation or an answer. You will stand up, read your situation or answer. If the situation matches with your answer, sit together. (For situations and answers, please see Appendix A) After this grouping stage, T shows some questions on the PPT prepared by her and ask them to discuss the questions in pairs (For the questions, please see Appendix B) . When they are finished discussing the questions,T elicits some answers from each group. One of the questions is about choosing 3 occasions, T will be asked pairs to come up with only one answer and they will be telling the other groups why they think they are the most important ones.

Listening for specific information (4-5 minutes) • To make the students to listen to a recording to find what the situation is and who sounds more friendly in the situation.

T tells the students that they will listen to a recording in which there is a man and a woman and ask them to find what the situation is and who sounds more friendly in the situation, the man? or the woman? T plays the recording and students may take notes. When they are finished, T asks what the situation is and who sounds more friendly. S may give different answers about who sounds more friendly. T asks them to defend their answers and discuss it with other groups. If needed, they can listen to the recording one more time.

Pronunciation/Practice stage (5-6 minutes) • To make the students practice the words and phrases in a friendly way.

T says that now we have listened to a woman and a man and the woman sounds more friendly.. Now, it is your turn to sound more friendly. I am going to give you some words and phrases (For the words and phrases, please see Appendix C) . I am also going to give you happy/sad/excited faces. Take turns and sound happy,excited,friendly according to the face your partner shows you. They will be practicing the phrases by trying to sound more friendly. T monitors them and may take some notes about any problems student may have. In the feedback stage, T may come up with some correction on the pronunciation of the words. such as ''Is it like this, or like this'' and elicits the answers from the students.

Controlled practice (8-10 minutes) • To make the students practice the target language via a matching activity

T tells the students that she has some situations and some cards with her (Showing them to the students) and asks them to match the situations with the correct answers.(For the matching activity, please see Appendix D) She will give them the cards and they will work on them in pairs/groups. When they are finished, T asks the students to compare their answers. T plays a recording so that students can check their answers via a recording.

Production stage (9-10 minutes) • To make the students come up with an answer from the target structure about a situation given.

T gives each student a cartoon and a situation on it. T asks them to come up with an appropriate response from the previous exercise. (For the situation cards, see Appendix E) They write their sentences on the cartoons and post them on the board. T asks all the students to stand up and walk around the cartoons and check the sentences: any spelling mistake? is it an appropriate response? anything to add? they check their responses and correct any mistake they find.

Post Production Stage-Game (if time allows) (8-10 minutes) • To make the student produce situations and suitable responses by making them use the target language

T divides the students into two groups and asks one group to prepare situations and answers similar to the ones they worked on. T asks the other group to do the same. When they are finished writing situations and answers, they tell the situation to the other group. The other group must come up with a sentence in 30 minutes. Each correct answer is 10 points. The group who has the highest points will be the winner!

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