Fotini Kaim Fotini Kaim

Upper-Intermediate level


In this lesson, students will learn functional language in the context of talking about an article.


Abc Cutting Edge Upper-Intermediate
Abc gap-Fill Handout
Abc Powerpoint

Main Aims

  • To provide practice of language used for explaining a news article in the context of home gardening

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of home gardening and relevant topics
  • To provide gist reading practice using a text about home gardening


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

T will ask Ss about gardening, and if they garden at home. OCFB

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

- T will send the reading, and give Ss 2 minutes to read the dialogue. - T will give out a Google Form and Ss will put the conversation in correct order. T will ask the questions: Are you putting the conversation in order? Are the phrases numbered in the article? (3 min) - T will then allow Ss to check answers in BOR. (3 min) - Afterwards, T will show the answer key and ask if there are any questions.

Highlighting and Clarification (2-6 minutes) • To draw students' attention to the target language and practice MFP

Guided practice: T will first do the Jamboard activity so students can understand the meaning of each phrase. CCQ's Does summarizing an article mean talking about the main ideas of it? Is a phrase a statement or a question? Does a question arising from an article mean that it is a question about the article? DRILL: Ask Qs: Listen to this phrase. All together now. Call on a Ss. After, show the sentence on the slide. Where is the stress? What is the fixed part of the phrase? The article claims that gardening at home is good for your health. This article describes how you can create a garden on a balcony. It raises the question of whether it is worth it to grow my own vegetables. I’d be interested to know what other people think about planting home gardens as a hobby. What interests me is whether or not I can have a garden when I don’t have space.

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

- T will have students reread the article individually (1 min) - T will give out a Google Form and Ss will fill in the blanks the correct phrases. (3 min) T will ask the questions: Are you putting in the correct phrases in the conversation? Will you be working together? - Afterwards, T will show the answer key and ask if there are any questions.

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

- T will ask Ss to use the TL to talk about some news they have heard about today. - T will give Ss 2 minutes to write notes on the piece of news they have read. ICQ's Are you writing about some news you've seen today? Should you use the phrases on the slide? - T will put students in BOR to discuss this in pairs. (4 mins) - T will ellicit answers after they come back

Feedback and DEC (3-5 minutes) • To provide learners with feedback on they language they used.

- T will monitor rooms and provide feedback at the end of the lesson. - T will provide a slide with correct and incorrect sentences and elicit the correct answers from Ss. - T will praise good use of the TL.

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