Sultan Alara Cetin Sultan Alara Cetin

Final TP
Upper-Intermediate level

Description

The students in this upper intermediate class are between the age ranges of 20s to 60s. The students are volunteers, thus very motivated to learn. They have enough knowledge in English to express their ideas and thoughts.

Materials

Abc TP8 - Freer practice worksheet
Abc TP8 - Four mistakes worksheet
Abc TP8 - Cut outs
Abc TP8- Mystery Bug at the Royale Worksheet & Cline

Main Aims

  • To provide review and practice of modals such as must, may, might, could and can't (mostly used with past perfect)in order to speculate in the context of someone else's health

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of talking about one's health

Procedure

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

Show the students a picture of patients waiting in a hospital. Ask them where they think that is and why those patients are there.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

Hand out the "Mystery Bug at the Royale" handout. Let the students read the text and choose the best verb form to complete sentences 1-8. Mystery Bug at Royale Twenty people were brought into the Heath Infirmary last night suffering from acute stomach problems. The health authorities have ruled out food poisoning. All the patients had been to the late show at the Royale Cinema but none of them had bought anything to eat at the cinema shop. Some of the patients claim they smelt gas, but no traces of gas were found. It was later discovered that all twenty patients had drunk from the water fountain using the plastic cups provided. 1. It must/can't have been food poisoning. 2. The cinema might / must be having problems with its air-conditioning. 3. The popcorn in the cinema kiosk can't/could be the source of the problem. 4. Their symptoms can't/must have been caused by a gas leak. 5. It could/must be either the water or the cups. 6. The cups might/can't have been dirty. 7. Or the water fountain itself may/must be in need of maintenance. Let them work alone and then get peer check.

Teach (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Draw a u-shaped cline on the board and put 100% positive and 100% negative at the ends. Tell the students to work together and give them the following 4 sentences printed out on separate pieces of paper. 1. It can’t have been food poisoning. 2. It must be either the water or the cups. 3. The cups might have been dirty. 4. The water fountain itself may be in need of maintenance. Let them discuss as a whole class and decide where to stick the sentences on the cline. Then move onto CCQs to check the meaning and go through the form and pronunciation.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

Handout a conversation of three friends talking about their missing friend. Tell the students to read, find and correct the four mistakes in the verbs in italics. Let them do it with their partners and check with their groups. If time allows assign everyone a role and let them read it together.

Free practice (10-12 minutes) • To provide students with free practice of the target language

Give the handout to the students. The handout has three sick kid photos. One with broken limbs, one throwing up and one sick in his bed. Let the students write three sentences about each kid. Provide them with an example and start off two sentences for them to guide them further. Let them do this with their partner and then share their ideas with the classroom. Funnier the answers, the better!

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