Leonard Ng Leonard Ng

SMART English Week 5 Day 4
Intermediate Core level


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Main Aims

  • In this lesson, students will be able to use at least 5 useful phrases to tell a story about personal memory.

Subsidiary Aims

  • In this lesson, students will be able to practise deduction of meaning from the context and learn 8 pieces of vocabulary.


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

-(F1) T tells ss the aim of the day. -T asks ss to take out their phones and choose a photo on their phones to show their partner(s). Ss should talk about the photo and partners can ask Wh- questions for further details. -Whole class feedback. -(F2) T goes through potential new vocab and asks ss to choose any shape to write the info required. -(F3) T can show ss examples. -Ss then ask each other about the info written. -Whole class feedback. -Delayed feedback/Error correction.

Pre-teach Vocabulary (18-20 minutes) • To teach vocabulary before listening

-(F4) Ss discuss and T nominates a student to be the 'teacher' to elicit answers from other students. -T checks pronunciation. Language Analysis 1 1 a sailing boat (noun phrase) /ˈseɪ.lɪŋ ˌbəʊt/ a small boat with sails 2 an anchor (noun) /ˈæŋ.kər/ a heavy metal object, usually shaped like a cross with curved arms, on a strong rope or chain that is dropped into the water to prevent the boat or ship from moving away 3 a cherry tree (noun phrase) show photo on Google 4 a branch (noun) /brɑːntʃ/ show photo, contrast it with a trunk and a twig 5 a budgie (noun) /ˈbʌdʒ.i/ show photo, contrast it with a parrot or cockatoo 6 a swing (noun) /swɪŋ/ show photo, contrast it with a seesaw and a slide -(F5) T elicits what 'deduction' means. Then, T tells ss to go around the room and read sentences to deduce meaning of the underlined words. Then, match the words with their meanings. -Highlight pronunciation features. - Whole class feedback. Language Analysis 2 1 tame (adj) /teɪm/ animals that are not wild, friendly. 2 get tangled (verb phrase) /ˈtæŋ.ɡəl/ to be caught in sth that is not easy to get out of. 3 rescue (verb) /ˈres.kjuː/ to save someone from a dangerous situation. 4 fall clean off (verb phrase) to drop down from somewhere. 5 to perch (verb) /pɜːtʃ/ to sit somewhere high which is easy to fall off, to sit on the edge. 6 black out (verb phrase) to forget what happened, usually because of an accident or drinking too much alcohol. 7 float (verb) /fləʊt/ to rest on water, not sink 8 choppy (adjective) /ˈtʃɒp.i/ when the sea is very rough and moves a lot, usually during bad weather.

Exposure (13-15 minutes) • To provide a model of production expected in coming tasks through reading/listening

-(F6) Listening to Gist: Ss listen to 3 stories and choose the best title for each. Then, check answers with partners. Whole class feedback -(F7) Listening to Details: Ss listen again to fill in the table given. Check answers with partners. Whole class feedback.

Useful Language (13-15 minutes) • To highlight and clarify useful language for coming productive tasks

-(F8) T asks ss to close their books. -Ss discuss the functions of the phrases. Whole class feedback. -Ss listen and tick phrases they hear. -Whole class feedback. -Ss discuss and add in more phrases they know to each category. -T nominates a ss to elicit answers from class. -Whole class feedback.

Productive Task(s) (35-40 minutes) • To provide an opportunity to practice target productive skills

-(F9) Ss are then given 15 mins to plan their own story. -T reminds ss to use at least 1 phrase from each category. -T splits class into 2 teams, one team to be stations the other trains. Stations stay put and trains change a station clockwise every 3 minutes. Each person has 1.5 mins to tell their story. -T goes around to pick up good and bad language for delayed feedback.

Feedback and Error Correction (12-15 minutes) • To provide feedback on students' production and use of language

- T shows sentences and phrases on the board. - Ss discuss and encouraged to comment. - Whole class feedback. - Assign homework.

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