Samantha Shetterly Samantha Shetterly

TP4 LP Samantha Shetterly
Upper Intermediate level


In this lesson, students will be introduced to new synonyms for familiar words and practice in the context of tipping customs around the world. This is a lexis lesson. The format of this lesson is presentation, practice, production,


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Main Aims

  • To introduce new synonyms and provide practice in the context of the tipping around the world.

Subsidiary Aims

  • To provide free, fluency-building speaking practice in the context of traveling experiences.


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T greets Ss and shares screen. T presents two situations where one might tip, and nominates two Ss to share what they would normally tip in their country, and T will share a norm from her country.

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

T shares text with Ss (Google forms) Asks Ss to take 2 minutes to read the text for a general understanding and answer two T/F questions. 1. Tipping customs can differ from country to country. (T) 2. While it could be seen as rude to not tip, it is never seen as rude to tip. (F) T asks Ss to check their answers with a peer via via private message. OCFB

Highlighting (3-4 minutes) • To draw students' attention to the target language

T shares new Google forms link In breakout rooms, Ss will try to identify as many of the four synomyns for the highlighted words as possible (2 minutes) T will DEMO the first word before sending Ss to breakout rooms OCFB - T will nominate 1 S to identify one word's synomyn, repeat for remainder

Clarification (8-9 minutes) • To clarify the meaning, form and pronunciation of the target language

MEANING and FORM T will ask approx. 1 - 2 CCQ's about meaning and 1 - 2 Q about form for each synonym pair, nominating Ss 1. to work out - to figure out If I'm figuring out a problem, do I already know the answer? (Yes.) If I tell my friend I'm still working out the details for a party, are the details set or could they change based on the information I receive? (They could change) Transitive - intransitive - Do these verbs need an object? (Or can I say "I figure out"?) (yes) If I say "I'm going to work out," does that have a different meaning then, "I'm going to work it out?" dilemma - problem Is being in a dilemma typically unpleasant? (Yes) Is "problem" an adjective or a noun? Can it be the other? (Typically noun, but can sometimes be used as an adjective) obligatory - compulsory If a task is obligatory, or compulsory, am I expected to complete it? (Yes) Will there typically be consequences I don't do something that is compulsory? (Yes) Are these adjectives or nouns? (Adjectives) Can we use these to describe people, as in, Jessica is so compulsaory? (No) insulted - offended If we have a misunderstanding, and then I feel insulted, did you hurt my feelings or did I hurt your feelings? (You hurt my feelings) However, if I insulted you during an agrument, did I hurt your feelings or did you hurt my feelings? (I hurt your feelings) Adjective vs verb chase - pursue If I am chasing someone, do I hope to catch up to them? (Yes) If I am pursuing a goal, is it guaranteed to be accomplished? (No, you're just trying) If I am chasing something, do I have to be physically running after it? (No) Requires an object? (yes) PRONOUNICATION dilemma, compulsary, obligatory, pursue T models natural pronouniciation, asks Ss to repeat T asks Ss to identify number of syllables

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

Ss will complete a fill-in-the blank task individually (1 - 2 minutes) T will DEMO the first blank Ss will peer-check via private message (1 - 2 minutes) OCFB

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

Ss will discuss the following prompts in breakout rooms about traveling (4-5 minutes): Do you remember any difficulties or issues you experienced while traveling? Did you experience good service while you traveled (restaurants, hotels, taxis, etc.)? Did you tip? Did you think any of the locals’ behavior was strange or hard to understand? T will monitor and note student language errors T will nominate 2 Ss to share what their group discussed DEC T will write anoynoumous examples of student language on board, ask how it could be improved

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