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Upper-Intermediate level


In this lesson, ss will learn how to express encouragement.


No materials added to this plan yet.

Main Aims

  • To introduce some useful language that can be used to encourage people around us

Subsidiary Aims

  • To provide students with productive activities to practice the expressions


Lead-in (5 minutes) • To provide a context and activate schemata

T writes 'encouragement' on the board and asks ss to say when people need to be encouraged. (For example, being afraid of doing something) T asks ss to work in pairs and discuss who encourage them most in their lives. T asks for some examples in feedback.

Warmer (5-7 minutes) • To provide a context

T asks ss what they remember from the previous video. (Becky and Tom was looking for a new flat.) Ss take a look at the photo in b. They try to speculate on the photos and try to guess the problem each person has. Ss watch Part 1 & 2 to check their answers.

Exposure (5-7 minutes) • To provide context for the target expressions

Ss watch Part 1 & 2 again and decide if the statements in 'd' are true or false. Whole class feedback T uses the target expressions from the video so that ss are exposed to these expressions.

Highlighting & Clarification (6-8 minutes) • To highlight the target expressions and to clarify the meaning, form and pronunciation

Individually, ss underline the expressions and they check answers as class. T asks ss if they know any other expressions that we can use when we need to encourage people. T provides some dialogues with the target expressions. T makes sure that ss understand the meaning, form and pronunciation.

Controlled Practice (2-4 minutes) • To concept check

Ss complete the statements given in exercise b (on p.98) Ss check answers in pairs. T provides feedback if necessary.

Free Practice (12-15 minutes) • To give more freedom for language production by integrating writing

T gives ss paper and asks them to come up with two creative scenarios in pairs. T can give an example of a scenario to help ss understand the task. (Tell your partner about a speaking test you've got next week, You don't think your pronunciation is good enough...) After ss complete their scenarios, they fold their notes and exchange notes. In pairs, they write two dialogues by using the new expressions. T walks around and provide some prompts if they need. T asks for some examples in feedback.

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