Asma Asma

Pr- intermediate level


Abc • English File, pre-int (2019) Latham-Koeniy, Ch., Oxenden,C., Lambert,J., Seligson, P. Oxford Unive

Main Aims

  • To provide fluency speaking practice in a questionnaire in the context of Some new information based on recent research which shows how fast the pace of life has become in recent years.

Subsidiary Aims

  • To provide review of To revise comparative adjectives, and learn to use comparative adverbs and the structure (not) as…as to compare things. in the context of Some new information which shows how fast the pace of life has become in recent years.


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

1. T. writes on the board: WORKING / STUDYING /EATING/ SLEEPING/ RELAXING 2. T. puts Ss in pairs, Ss say how long they spend doing these things in a typical day. 3. T. gets feedback and asks Ss if they think they have enough free time.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

1. T. focuses on the questionnaire and makes sure Ss understand the title. 2. Then T. goes through the questions. she checks that Ss understand the phrases get impatient, feel frustrated, and get irritable. 3. T. focuses on the task. She tell Ss to answer with Yes, often /sometimes, or No, never, and then explain why, or give examples if they can. Ss should also make a note of their partner’s answers, as they will need them later. 4.T. gets Ss to interview her first, so she can model how she want them to answer. T. put Ss in pairs and get them to ask and answer the questions. 5. T.gets some feedback from various pairs.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

1. T. tells Ss to go to Communication How fast is their life? on p.195. 2. T. asks Ss to calculate their partner’s score and then tell him / her what it is. 3. T. puts Ss in pair in the breakout rooms. 3. T. asks Ss then to read the meaning of their own result. While they read, go round monitoring and helping with any vocabulary problems, e.g. in the slow lane, pace of life, rushing, etc. 4.When Sts have read their result, they tell their partner if they agree with it. 5. T. gets some feedback from various pairs. 6. Finally, with a show of hands, find out how many people belong to each category (slow, medium, and fast). 7.T. tells Ss to go back to the main lesson 5A.

Discussion (5-10 minutes) • To provide an opportunity to practice target productive skills

1. T puts students in group of three to discus the following question : what is the main reason why life is faster today. Give your opinions 2.T. discuses with the students their opinions as a class

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

To focus the students on the errors they have made through out their discussion.

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