Evrem Evrem

Love
B1+ level

Description

Different kinds of relationships provide the main theme for this lesson. Sts listen to four people talking about where they met their partners which revises and consolidates the use of used to for past habits and states, and contrasts it with the way we express present habits. This is followed by a speaking practice.

Materials

Abc Grammar Exercise
Abc Speaking topics
Abc Audio
Abc Vocabulary cards

Main Aims

  • To provide clarification and practice of used to and usually in the context of Love

Subsidiary Aims

  • To provide fluency and accuracy
  • To provide gist and detailed listening practice using a text about partners in the context of relationships

Procedure

Warmer/Lead-in (10-15 minutes) • To set lesson context and engage students

T writes the following sentences on the board and sts are asked to complete them and explain the difference between the verbs meet and know. I ______ my best friend at primary school. We _______ known each other for about 15 years now. Then, sts number the given phrases A-E in order according to how likely people are to meet friends and partners that way. Sts compare their answers with a partner to see if they have common answers. T elicits the answers. Sts work in pairs and match the given words and definitions about people in the context of relationships. Then complete the sentences with a verb or verb phrase to practice new words. T walks around and helps if they need it. Then T elicits answers.

Exposure (10-15 minutes) • To provide a model of the task and highlight useful words and phrases

Sts listen to four people talking about where they met their partner. Match each one with a place from the first activity. Sts compare their answers with a partner and then T checks answers. Sts listen to each story again and take notes on how the people met, compare their answers with a partner and decide which meeting was the most romantic for them. T finds out with a show of hands which meeting each group found most romantic.

Task (10-15 minutes) • To provide an opportunity to practice target productive skills

Sts are given a few minutes to choose their three topics and plan what they are going to say. T chooses one of the topics and tell sts a little about it to demonstrate. Sts in pairs start talking about their chosen topics and discuss how they feel about the people and things now. Sts take notes about their partner's answers. T monitors and takes notes.

Planning (6-8 minutes) • To provide an opportunity to plan students' reports

Sts are given few minutes to look at their notes and plan what they are going to say about their partners. T monitors and helps if they need it.

Report (10-15 minutes) • To allow students to report on how they did the task and how it went

Sts turn to another pair and talk about their partners. In fours they try to decide who used to have an interesting habit and who has an interesting habit now. T monitors and take notes.

Language Analysis (8-10 minutes) • To clarify the meaning, form and pronunciation of the task language

Sts go back and look at the two extracts from the listening and answer the following questions in pairs. When do we use used to? How do you make negatives and questions? How would you change these sentences (using usally) if you wanted to talk about present habits or situations? T elicits answers and go through the rules with the whole class.

Language Practice (10-15 minutes) • To provide students with practice of the task language

Sts are given extra practice on the form of used to and usually. Sts work in pairs and if the highlighted verb forms are right tick, if they are wrong correct them. Sts check answers with another pair. T elicits answers.

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