nour nour

people around you
intermediate level


Abc HOs
Abc laptop
Abc markers
Abc pictures
Abc Recording
Abc WB
Abc © Cutting edge intermediate book, p.10
Abc Cards
Abc jar
Abc personal photo

Main Aims

  • To provide clarification, review and practice of different names of relationships in the context of people around you.

Subsidiary Aims

  • To provide accuracy speaking practice in a discussion in the context of people around you.


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Set the test: Welcome the Ss and then give them a set of photos in puzzle shape. Ask them to recreate the photo and discover what it is about. Do the test: Ss start to put the puzzle pieces in a logical order. Ss work together as one group. T monitors and provides help. Feedback: T praises their good work and correct any mistakes. After that T starts to describe every person in the photo in one word and then asks them to think of people around them and write four sentences about those people. Finally, they work in pairs and tell each other about those people.

Test #1 (4-5 minutes) • To gauge students' prior knowledge of the target language

Set the task: T shows the Ss Ho1 and ask them to read the words in the box and to write each word in the correct category in the other box below. T demonstrates the first one with the Ss. Do the task: Ss start to write each word in the correct category while T monitors and notes down the areas that they don't know to focus on it during the teach stage. Pairwork: Ss check their answers together. Feedback: T provides them written feedback and gives them a minute to check their answers. T assures that there're some words can be in two categories like classmate can be in the friends' category and the school category.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Meaning: Ask the Ss CCQs to check their understanding of the meaning of some words and show them pictures for the other words ( the CCQs provided in the LA). Pronunciation: Drill the words for the Ss first and then let them repeat in groups and individually. Form: Write the words on the board and identify the stress on each word.

Controlled practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

Set the task: Divide the Ss into two teams and ask a volunteer to come in front of the class and give her/him a card written on a word to describe it for his team without saying the word itself and if the volunteer says it by mistake his/her team loses a point. The team gets points more wins. Ask an ICQ: "Are you going to say the word itself ?" No "what's going to happen if you said the word?" lose a point Do the task: Ss start to play while T provides help if necessary. Feedback: T praises the good work and gives the team who wins chocolates :)

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

Set the test: tell the Ss that they're going to listen to audio with particular instructions and they have to listen and write the answers in the shapes. Play the audio for the first instruction and role a model for them. Ask an ICQ: Are you going to choose a particular shape? No, any shape Do the test: Ss start to listen and answer. Pause after each instruction to give the Ss time to think and write. Pairwork: Ss exchange their HOs and start to ask each other about the names and numbers and ensure that they have to ask follow-up questions such as where did you meet him/her?

Freer practice (5-7 minutes) • to enable learners to produce the new lexis accurately

Set the task: the teacher will stick some cards on different places in the class.T gives the Ss a jar and ask them to pick a number. This number will enable the Ss to find their cards. Ask each student to come up with 2 sentences using the guided words in the cards. Do the task: Ss start to mingle and find their cards.T monitors and helps the Ss to find their cards. Then, each student says 2 sentences for every word he/she has. Feedback: T provides feedback on the board for any mistakes.

Freer practice/ #optional (5-7 minutes) • To provide students with free practice of the target language

Set the task: T asks the Ss to think of a good memory with their family or friends and tell their partner about it provided that they should use the target language, not just names. Ask an ICQ: are you going to say names or titles? titles Do the task: T gives the Ss a minute to think of a memory and then start to tell it to their partner. T monitors and notes down any mistakes. Feedback: T corrects any mistakes and praises the good use of the target language.

Freer practice/ #optional (5-7 minutes) • to give the Ss the chance to produce the target language via a writing activity.

Set the task: T shows the Ss two pictures of a birthday gathering and ask them to write a story according to these pictures. Ask ICQs: Are you going to describe the picture or use it to create a story? Are you going to write just names or titles? titles Do the task: Ss start to write their stories while T monitors to note down any mistakes and to provide help if needed. Pairwork: Ss tell each other about their stories. Feedback: T corrects any mistake and praises the good use of the TL.

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