Heather Heather

Upper Intermediate level


In this lesson, students learn functional language collocations to help them communicate when they deal with unexpected problems. Students also practice listening for specific details, pronunciation, and speaking.


Abc TP 4 PowerPoint
Abc Semi-Controlled Practice: How would you respond?

Main Aims

  • Students will learn how to use collocations related to dealing with unexpected problems.

Subsidiary Aims

  • Students will practice listening for gist in the context of dealing with unexpected problems.
  • Students will practice writing responses to problems.


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

T shows a picture of a waiter in a restaurant and elicits possible problems that could happen in the restaurant. Ss write ideas in chat and T nominates 1 or 2 Ss to share with the class.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

T sets listening for gist activity- Ss will listen to 4 people talk about an unexpected problem in a different place. Ss will fill out a Google Form answering the following questions: Where does the conversation take place? Who are the people? What is the unexpected problem? T will pause after each segment for Ss to choose answers. Ss check in pairs using Zoom chat. T reviews answers with Ss.

Clarification (12-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning- T sets Google Jamboard activity- Ss work on activity in breakout rooms. Ss share answers in zoom chat during OCFB. Pronunciation/Appropriacy- T sets pronunciation activity- Ss listen to T saying phrases for intonation and put emotion communicated in chat box. T pauses after each phrase and Ss put ideas in chat. Ss practice correct intonation. Pronunciation- T elicits linking and stress from Ss for a few phrases. T shows phonemes for a few sounds. Form- T sorts TL into groups and asks CCQ's about forms (subject/verb/object/etc.)

Semi-Controlled Practice (5-8 minutes) • To concept check and prepare students for more meaningful practice

T sets semi-contolled practice activity - How would you respond in the following situations? Write your answers on this document and check with your partner through private message on the zoom chat. Use at least one of the TL phrase (listed on Doc)- T assigns Ss with partners- T elicits answers from Ss in OCFB.

Freer Practice (10-12 minutes) • To provide students with freer practice of the target language

T sets freer practice activity- T shows prompts and asks Ss to put relevant language in task. T assigns each group a role play to do in breakout rooms (Google Doc). T instructs Ss to use at least two of the expressions each in their role play. T monitors and takes notes for delayed error correction - focus on target language (esp. intonation).

Delayed Error Correction (3-5 minutes) • To raise learners' awareness of language production

T shares a few correct statements and a few statements that can be improved and has Ss decide which are correct/how to improve sentences.

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