Patrick Ammerman Patrick Ammerman

Ammerman TP6
Upper Intermediate level


In this lesson, students will learn grammar in the context of interrupting people.


No materials added to this plan yet.

Main Aims

  • To provide clarification of language for interrupting in the context of a town council meeting

Subsidiary Aims

  • To provide gist listening practice using a text about interrupting in the context of town council meetings


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

Ask students to brainstorm: in what situations do people interrupt each other? (ie. at a party, at a meeting) I will ask the follow up question: "is interrupting someone polite or rude"

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

I will ask students to listen to an audio recording (Audio 9.6) about a town council meeting, and I will ask students to identify what the meeting is about. I will call on a volunteer to tell me the answer.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Students will listen to the audio recording again and choose which of a list of interrupting language they hear in the meeting. Students will compare their answers in breakout rooms then share back with the full class.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning I will ask Ss some CCQ for SS to clarify meaning 1. If I could just interrupt a second, is it only chains of restaurants? 2. Sorry councilor, can I just say that I'm a local restaurant owner.... Was it the person's turn to speak, or were they interrupting? (interrupting) Do these phrases go before or after what the speaker really wants to say? (before) They phrases look like questions, but are the speakers really seeking permission to talk? In the audio, did they wait for permission? (no) Form I will ask my Ss to identify different components in the structure. 1. If I + can/could + just interrupt a second + sentence or question 2. Can/could + I just say that + sentence I will note that example 1 is slightly more formal and example 2 is slightly more familiar. Pronunciation I will ask Ss to listen to a polite and an impolite version of interrupting using both of the practice phrases and ask them to identify where the stress lies. I will ask them to practice using choral drilling

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

I will ask Ss to order the scrambled words to make sentences using the target functional language. Students will work in pairs to unscramble the setnences. Then T will elicit answers from Ss with the entire class.

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

I will ask student to have a debate. Imagine they are building a new restaurant right down the street from where you live, and the city is deciding what new restaurant will open. One of the options is your favorite restaurant (McDonalds, Burger King, KFC, something else?) Tell your partner why your restaurant deserves to get the spot. Use the phrases we have practiced to interrupt your partner. I will have students in pairs in breakout rooms. T monitors the Ss in breakout rooms to note errors. T provides DEC.

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