Gabriela Berezowsky Gabriela Berezowsky

TP3 Lexis
Pre-intermediate level


In this lesson, students will learn and practice some connecting words through guided discovery in the context of a celebrity story filming a movie based on a book.


Main Aims

  • To introduce and practice connecting words in the context of a celebrity story filming a movie based on a book

Subsidiary Aims

  • To provide fluency speaking practice in a informal conversation in the context of books vs movies
  • To provide gist listening practice using a record about celebrity trying to buy a book for the new movie he will film


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

Show images (p 1 of the file) T - today we will talk about books vs movies, an eternal discussion... I will write these questions on the board: What do you prefer? if you read the book and watch the movie, which one goes first? why? Respond these questions in pairs, listen to your peers comments, you have 2 minutes. (Monitor conversation, take notes for feedback) Once we are back, I will ask students to share the most interesting comments they heard.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T: We will listen to an audio, our objective is to respond these questions: *Where did Anthony Hopkins find the book he was looking for? --> on a seat near him, while he was waiting for a train. *Why was George Feifer surprised at the end of the story?--> Because the book Anthony Hopkins found was George Feifer's personal copy / Because the book Anthony Hopkins found was the same George Feifer lent to a friend two years earlier. I will play the audio (1:45), and say: discuss your comments with your peers in BOR, we have 2 minutes. After those 2 minutes OCFB, select a couple students to share answers, I will write on the board the correct version.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T- Explain that connecting words are used to link words, phrases or clauses together, there are many words, we will focus on these examples and its definitions considering connecting words as conjunctive: MEANING: SO – with the result that (the acoustics are good, so every note is clear) WHILE – during the time that (take a nap while I’m out) UNTIL – up to the time that (play continued until it got dark) BECAUSE – for the reason that (rested because he was tired) FORM: all the examples are conjunctions PRONUNCIATION: use IPA, say the words and ask students to repeat the words CCQ: Do we always use connecting words with the same meaning? NO Are transition words used to connect or separate phrases? To connect Are these examples the only connecting words? NO

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Share the link with the students, confirm they got it and can open it, give them 2 minutes to respond, be very clear NOT TO SEND THE FORM. After 2 minutes, send them to BOR to check answers with peers for 2 more minutes. Ask them to send their polls, offer OCFB eliciting answers from students.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Ask students to think about a brief story (they can write if needed) considering the following characteristics: * When and where it happened *The people in the story *What happened first *Main events on the story *What happens at the end Offer an example: This happened when me and my brother were kids, one day, while we were playing on the street, a neighbour was upset with our noise so he released his dogs... Mention some ICQ: - Do we need to write and send the story? NO -Will your story be based on the Anthony Hopkins story? NO -Do we have to use connecting words? YES Send students to BOR for 4 minutes (or less depending of the number of students), after this time, ask them to share their stories with the group.

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