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Teaching practice #5
Upper intermediate level


In this lesson, students will be able to practice their fluency by speaking about things that annoy them. Students will have to remember what was the last thing that annoyed them and talk about it to start the lesson.


No materials added to this plan yet.

Main Aims

  • To introduce and provide practice of speaking for fluency about thing that annoy you.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of things that annoy you.
  • To provide fluency speaking practice in a conversation in the context of things that annoy you.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students remember what annoys them the most.

Introduce the topic of the lesson by showing an image on G-slides of someone being annoyed. Ask students: what was the last thing that annoyed you? Have a couple of Ss share their answers.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

The T will tell a short story about something that is really annoying to them. The Ss will listen to get an idea of how they are going to do the next activity. It will be a live listening for Ss.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

On G-slides show phrases the students can use to do the speaking activity. Phrases or useful language. The thing I find most irritating... It bothers me because... It drives me crazy when... ex: You are late every day. You’re driving me crazy! It gets on my nerves...... ex: My boss always shouts at me. He gets on my nerves. Have the Ss read out loud the phrases to practice their pronunciation.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Ss have to think of 5 things that annoy them, once they have thought about it Ss will share with a partner and talk for 10 minutes, then they will switch pairs and talk for another 10 minutes. Students have to ask their pairs some follow-up questions. After that students will share as a whole class if they had anything in common with their pairs.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T will provide feedback to Ss, based on the monitoring of the last activity.

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