Irina Irina

C-1, Advanced level


No materials added to this plan yet.

Main Aims

  • To provide clarification of participle clauses in the context of giving up plastic

Subsidiary Aims

  • To provide listening practice using in a conversation in the context of giving up plastic
  • To provide fluency speaking practice in a conversation in the context of giving up plastic


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

Teacher shares the screen. Students look at the questions: 'Think about your day. What things do you use which cintain plastic? Are they essential?' Teacher provides the example: 'I buy bottled water. It is not essential, because it's a waste of plastic. I can use a resusable water bottle and refill it instead.' Students discuss the questions.

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

1. Students listen to the first part of the interview and then answer the question: What did Silvia decide to do? 2. Students listen to the second part of the interview and do the task: correct the statements, all of which are false.

Highlighting (2 minutes) • To draw students' attention to the target language

Teacher shows the statements from the gist task on the screen to define the target language. 1. Looking back, it's so hard to think why I hadn't tried it before. 2. Being allergic to eggs, that wasn't a problem for me. 3. Since giving up, or rather cutting down on plastic, so you think you've ended up spending more?

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

The target language is participle clauses. Teacher explains MFP Meaning To express reason, result or condition. For example: Being a teacher, I get long holidays (= because I’m a teacher…) Arriving to the airport, he realized he had left his passport (= when he arrived…) Teacher explains the MFP and nominates a few students to provide their examples with the target language. Form Positive form: Verb + ing (Living in the city, I am used to seeing a lot of people) Negative form: Not + Verb+ing (Not living in the city, I take a bus every day) Then teacher asks two students to complete the examples: - (because I am not late to work every day…), I remember to lock the door. - (when I was driving), I realized I had forgotten my phone at home. Pronunciation: Practice the [ŋ] sound.

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

Students are given a task. They need to fill in the gaps with the missing words. Teacher provides a handout. Students do the task individually while teacher is monitoring. Then students come back to the class to check the answers.

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

Students discuss the questions with their partners: 1. Wasting plastic every day, do you worry about the planet? 2. Speaking of polution, what problems are there in your city? 3. Being a part of a big city, are people responsible for their own litter? Teacher provides the first example to clarify the task, then places students in BOR and monitors them.

Open class feedback (1 minutes) • To provide positive feedback after the speaking activity

Students come back to the class. Teacher nominates two students to share their feedback

Delayed Error Correction (3 minutes) • To correct spoken errors

Teacher types students' errors on whiteboard for positive feedback and correction of errors in the post activity speaking stage.

Web site designed by: Nikue