tina tina

contrasting linking words
B2 level


Abc PPslides
Abc WB
Abc pp slides/lead-in

Main Aims

  • For students to use contrasting conjunctions (although, even though, despite and in spite of)in the context of daily conversations.

Subsidiary Aims

  • For students to practice speaking for fluency using contrasting conjunctions.


Warmer/Lead-in (3-5 minutes) • To engage the students in the context of the lesson.

- T show a picture and asks Ss to guess the story. - Ss guess and T guides them to give correct answers.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the contrasting conjunctions (although, even though, despite and in spite of).

- T puts Ss into two teams, and they are going to engage in a game of bamboozle in the context of contrasting conjunctions. - Ss decide in their team what is the correct answer. - T gives the scores and praises if they give the right answers.

Teach (12-15 minutes) • To clarify areas of the contrasting conjunctions where students had difficulty in the first test stage

T shows a picture, clarifies the form, teaches it through a story, and draws the Ss attention to the target language. - T first gives the meaning of the four conjunctions and ask Ss if they see any similarities between the meanings. (yes) clarifies the differences and how we use them. - T writes the form. - Ss give their own examples to each form. - highlights the pronunciation.

Test #2 (5-8 minutes) • Check students' use of the target language again and compare with the first test

- T sets up a task for students to connect two clauses in a sentence with a conjunction in the brackets. - Ss will have 4 minutes to finish them individually. - Ss will check their answers in PWs together. - T shows the AK and gives FB.

Free practice (5-10 minutes) • For students to practice peaking for fluency in the target language.

- T gives 2 minutes to the students to make a story using linking words they have learnt and note it down. - T puts Ss in pairs to tell their stories to each other and asks students to write or memorise their partner's story. - T monitors the breakout rooms and writes down Ss mistakes. - Ss report back of what have learnt from each other's stories.

Delayed Feedback (2-3 minutes) • To correct the students’ mistakes without interrupting them during the practice.

- T writes down some of the mistakes on the board and discusses them with the students. - T praises the Ss who used the target language correctly.

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