Jagoda Ewa Smetek Jagoda Ewa Smetek

TP 8 LP_Ewa Smetek
Pre-intermediate level


Abc https://tophonetics.com/
Abc Jim Scrivener, Teaching English Grammar, Macmillan Books for Teachers, p. 215 - 217
Abc Caroline Krantz & Julie Norton, Navigate Coursebook Pre-intermediate, OUP, p. 76 - 77

Main Aims

  • To provide gist and specific information listening practice using a text about the abilities of the human brain

Subsidiary Aims

  • To provide practice of using 'can' and 'be able to' to express abilities in the context of the human brain


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

We will play a short game with the whole class. Ss will first read out loud the following words: green, orange, red, blue, purple, yellow. Those words are written in colours, words and colours do match. After that, colours and words will not match anymore and Ss will try to say the colour, not the word. This experiment shows that our brains can read words more quickly than it can recognize and name colours.

Listening for gist and detail (8-10 minutes) • To provide context for the target language through a text or situation

Ss will listen to the first part of the recording and will describe shortly what the text is about. Then Ss will listen to the second part of the recording more carefully and will answer the following question: Which myths are true? EXAMPLE 1: We only use 10 % of our brain. - FALSE EXAMPLE 2: Boy's brains are bigger than girl's brains. - TRUE 1. We can remember things better if we listen to classical music. 2. Babie's can learn more than one language at the same time. 3. The brain isn't able to repair itself. 4. Computers are able to read our minds. 5.FILL IN THE BLANK: Computers _____ scan our brains and put our thoughts into work. Choose between: can, be able to, will soon be able to. Answer Key: 1. false 2. true 3. sometimes true 4. false 5. will soon be able to Gist: 2 min Detail: 4 min Peer check on chatbox: 30 sec Feedback: 2 min

Clarification (4-5 minutes) • To clarify the meaning, form and pronunciation of the target language

Ss will discover meaning and form by answering the following questions (multiple choice): Have a look at these sentences and answer the questions below. Bilingual children can speak two languages. The brain is able to repair itself. Computers could read our minds already 10 years ago. People will be able to search the internet just by thinking. People with speech problems might be able to communicate just by thinking. 1. We use ‘can’ and ‘be able to’ to say that _____ . 2. We use 'can' and 'be able to' to express an ability in the _____ . 3. In the present, we use _____ more often than _____ . 4. HOW do we express an ability in the past? 5. We use _____ to express an ability in the future. 6. HOW do we express an ability in the future? Answer Key: 1. we have the ability to do something. (we know how to do it) - DEMO 2. past and present 3. can ....... be able to 4. could + infinitive / was/were able to + infinitive 5. 'be able to' 6. will/might + be able to + infinitive Individual work: 4 min feedback: 1 min

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

In this stage Ss will try to use the TL by filling in gaps. 1. Even today’s simplest computers _____ solve maths and other problems much faster than humans. DEMO 2. However, they _____ use imagination or come up with new ideas. 3. But what about the future – will computers ever _____ think creatively, like humans? 4. They say that even a hundred years from now, computers _____ do this. 5. In a new project, scientists from several countries will work together to create the world’s first ‘computer brain’. They hope they _____ discover more about brain illnesses, such as Alzheimer’s. Answer Key: 1. can / are able to 2. can’t / are not able to 3. be able to 4. will not be able to 5. will be able to Individual work: 4 min Feedback: 1 min

Free Practice (9-10 minutes) • To provide students with free practice of the target language

Ss will now work in groups and talk about their abilities. I will provide the Ss with some conversation ideas and with a chart of the TL to help them using it. Break out rooms: 6 min Feedback: 3 min

Feedback and Delayed Error Correction (8-10 minutes) • To concept check further and prepare students for free practice

In the last stage I will clarify questions and point out good language usage and will correct some errors from earlier lesson stages. I will use the Whiteboard in ZOOM for the DEC.

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