Gulcin Tovey Gulcin Tovey

TP6// Going into Business // 16.06.2014
Upper-Intermediate level


In this lesson, Ss will learn some new business collocations in the context of "going into business". They will be working in pairs to ask each other some questions to practice the target language.


Main Aims

  • To provide business collocations and make the meaning clear for Ss by asking CQs and also personalized questions.

Subsidiary Aims

  • To provide fluency speaking practice in asking questions to each other in the context of "going into business"


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

T asks Ss to write three things they'll have done by the end of the week and three things you'll be doing at the weekend. Ss work in groups and take turns to tell each other their sentences to see if there is any same. T says that this (Perfect Future and Future Continuous) was something that they learned last Friday. T says "What else were you also working on" and elicits the word "collocations" from Ss. T asks to the class if anyone runs or have run their business. If somebody says yes then asks questions like "Do you have a partner?" and "Do you make a profit" just to warm Ss up about the topic that is going be introduced. If nobody runs or have never run their business then T still can introduce the topic by asking if they would like to do their own business.

Test #1 (7-7 minutes) • To gauge students' prior knowledge of the target language

T gives HO#1, although she gives the instructions first and use ICQs before handed them in. T asks Ss to read about Christine's life in business (SB, page56, ex.1) and fill in the gaps with the appropriate word. Once they have finished, they can check their answers with their partner. At the end, the WCFB will be provided.

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

T talks about Christine's life and what she did by emphasizing the collocations and elicit the meaning of them from Ss. As she goes through the collocations, she models and drills them with Ss. T also highlights their forms on WB and points where their stresses are. T gives HO#2 to Ss and asks them to match the verbs in A to the words/phrases in B. T already has gone through the collocations with them before this activity, thus this activity and FB shouldn't take too long.

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

T asks SS to do "fill in the gaps activity" (SB, pg.88, Vocab.Ex.2) to test their understanding. T gives the instructions first and use ICQs before handing the HOs in. Ss need to fill in the gaps with words/phrases from the previous activity. Ss work individually first and then they can check their answers with their partner.

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

At this stage, students will be regrouped to change their partners. They will be asked to work in pairs and take turns to ask and answer the questions from the previous stage. Ss will share their findings about their partner at the end of the stage. Meanwhile, T will monitor Ss talking for their fluency and make notes if it's necessary.

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