Abdulsalam Abdulsalam

9C Vocabulary and pronuncaition
Pre-intermediate level level


In this lesson, the Ss will learn how to describe their lives or other people's lives. It starts with teaching them common verbs starting from being born to die. There is then a pronunciation focus on the word stress in these phrases and on the /ɔː/ sound.


Abc English file, 4th edition Pre-intermediate level by Christina Latham-Koenig and CliveOxenden
Abc English file, Pre-intermediate
Abc Pictures
Abc PPt slides

Main Aims

  • To provide clarification, review and practice of living event words in the context of everyone's life.

Subsidiary Aims

  • To provide fluency speaking practice in asking and answering questions regarding one's life in the context of regular life events.


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

-T Displays (slide1) showing a timeline with two main events in one's life. -T gives some time to Ss to think of some other events. -Ss start to give examples as T listens. - T helps them in case they needed a push by giving them an example or two.

Pre-teach Vocabulary (8-10 minutes) • For the students to learn new lexis in the context of one's life events.

- T displays (slide2) showing the word EVENT. -T tries to elicit the meaning from the Ss. Ss shouldn't have any problems since they discussed some events in the previous slide. -T displays (slide3) showing a picture of a new word. T tries to elicit the word from the Ss. T gives a push if needed by revealing a simple definition that exists on the slide. T reveals the word. T drills the word as the Ss repeat after him/her. T asks Ss about the stress. T marks where the stress is. -T does the same to (slides 4-5-6-7-8) as they all contain new lexis regarding the topic.

Exposure (8-10 minutes) • For the students to be exposed to more life events to gain more ideas in the context of life events.

- T displays (slide9) showing a list of life events that need to be ordered chronologically. -T asks the Ss to take a look individually for a minute. T tells the Ss that they need to order them in a logical way in pairs/groups. -Ss work in pairs/groups in breakout rooms -T reveals the answers and asks the Ss to check if their answers match. In case not, T explains that the answers may vary depending on people. - T displays (slide10) showing the same list. T asks the Ss to think about the stress in the highlighted words. -T gives some time, then answer together. - T marks the stress as Ss say where it is.

Highlighting (3-5 minutes) • For the students to listen to the ɔː sound and practice how to pronounce it correctly.

-T displays (slide11) showing the ɔːsound in the shape of a horse. -T drills the sound as Ss repeat after him/her. -Ss try to give some examples if possible. T listens in case. -T displays (slide12) containing an exercise for the Ss to practice the sound more. -Ss try to pronounce the words and figure out whether the words have the ɔːsound or not. -T try to elicit the correct answer from Ss. T drills the words if needed. T wites the answers as Ss give the answers.

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

- T displays (slide13) containing some phrases and questions regarding them. -T gives time to Ss to read and then tells them to answer in groups/pairs in breakout rooms. -As Ss discuss and answer, T monitors them subtly. T could interfere in case the Ss needed help. -Ss try to answer as T confirms the correct answer. T could display the answer key if time is needed for the next stage.

Free Practice (8-10 minutes) • For the students to practice speaking for fluency in the context of one's life event

-T displays (slide14) showing the instructions for the Ss. -T explains to Ss that the displayed questions can help them interview their partners, however, they can ask more questions if needed. -T explains that Student A asks Students B then B asks A. -T confirms that the Ss understood the instruction. -Ss converse as T monitors subtly. -Ss tell T about their parterns.

Flexi-stage (hangman game) (3-5 minutes) • For the students to revise the new vocabulary given if given the chance.

-T opens the link to the game. -T elicits the correct answer. T gives hints if possible. -Ss try to guess what the words are.

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