Muna Muna

LP TP5 Muna
Intermediate level


In this lesson, students learn 'will' for offers and instant decisions through text-based presentation. The lesson starts by getting the students to discuss two pictures and are then pre-taught vocabulary which is included in a listening task they do after that. This is followed by a language clarification part. Finally, there's controlled practice through an activity where students read situations and form phrases that use the grammar taught and free practice applied by having students read cut-up strips prompts for which their partners respond to using the correct offers.


Abc A3 copy of 2 pictures
Abc Listening Exercise 1b & 2
Abc Timeline
Abc A4 Paper with Situation (Practice A)
Abc Colored Situation Cards & Offer Phrases
Abc Situation Bubbles & Responding Phrases

Main Aims

  • By the end of the lesson, learners will have practised the meaning, form, and pronunciation of 'will' in the context of offers and instant decisions

Subsidiary Aims

  • The sub aim of this lesson is listening for specific information.


Lead-in/Set the Context (2-4 minutes) • To set lesson context and engage students

1 - T Greet ss. 2 - T says 'Hope you enjoyed your weekend because I didn't. I had a problem!' 3 - T posts 2 pictures on the board; T tells ss 'It seems that I am not the only one who has a problem. take a look at the pictures.' --> 10 seconds 4 - T says 'In each case - there is a problem. In pairs - guess what it is.' --> 2 minutes

Pre-Teach (6-8 minutes) • To make the text accessible and pre-teach blocking words

1 - T elicits the phrases 'pick someone up' & 'give someone a lift' and pre-teaches meaning/pronunciation/form as follows for the task to be set. PICK SOMEONE UP: >> What is another phrase for going somewhere to get someone/something? pick sb up My sister and I leave IH at the same time daily, so we agreed with a taxi to come and take us home. What's the phrase for come and take us home? CCQs: Does 'pick sb up' mean to take them from one place to another? YES If your friends say they'll pick you up, does it mean they'll come and take you? YES Do you pick anyone up before coming to IT. GIVE SOMEONE A LIFT: >> What do we call a free journey in another person's vehicle, especially car? A man was driving to work. On his way, he found a friend waiting for an uber. He stopped and offered to take him to work. What do we call this? GIVE SB A LIFT Do you provide transportation to someone when you give them a lift? YES Does the phrase 'give someone a ride' mean the same? YES Can anyone give me a lift today?:0) __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ **PRONUNCIATION** 1. T says phrase. 2. T uses fingers to show # of words for each phrase. 3. T asks ss to listen; mimes 'not to repeat' 4. T repeats each phrase 3 times --> then class repeat --> now individuals are chosen to repeat. 5. T writes phrases on the board and shows stress/connected speech ▪️ ▪️ pick s/o up give someone (a lift) __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ **GRAMMAR** 1. T says 'to take sb from one place to another is to ...pick someone up..; write it on the board to the left. 2 . T says 'What is a synonym phrase for - to give sb a ride? Give sb a lift; write it to the right PICK SOMEONE UP GIVE SOMEONE A LIFT verb + pronoun(object) + particle verb + pronoun(indirect object) + article(direct obj) + noun T follows the below in order for each phrase: >>What do we call 'pick up'? phrasal verb; 'give someone a life' idiom >>T asks ss about parts of speech. >> Can we replace the pronoun with a noun? YES >> Can we say 'Pick up someone'? YES >> With the 2nd phrase - point out the verb can be present, past, or future.

Listening Task (6-8 minutes) • To listen for specific information

1 - Task is set: >>T tells ss 'You're going to listen to two conversations to find out the problems in each one.' Take notes on how the problems are resolved. CCQs: How many problems will you listen to? 2 Will you only listen or listen and write? listen & write What will you write? how problems were solved >> T plays the audio 1x. >> T asks ss to compare their notes. >> T chests page 73 'exercise 2'; T asks ss to do exercise 2 alone. Complete the sentences with the missing words. ICQs: What exercise will you do? 2 Will you do it in pairs or alone? alone Will you need to write? Yes --> Write what? Missing Words >> T distributes handout. >> T says 'Listen to the conversations again & check your answers.' --> T must stay still! >> T elicits answers. >> T writes 'I'll go and see what we wants' on the board.

Language Analysis (8-10 minutes) • To clarify the meaning, form and pronunciation of the task language

1 - T points to sentence on the board 'I'll go and see what he wants.' 2 - T says 'We use will to express a decision at the moment of speaking.' 3 - T drops her marker and says 'Oops! I will pick it up! --> Decision made now! CCQs: Is this in the present, past, or future? Does the speaker decide to do the action at the moment of speaking or before? Is this decision instant (quick) or planned? Does the speaker offer something to another person? YES 4 - T puts up OHT17 from 'Concepts Questions & Timelines' book. -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- PRONUNCIATION: 1 - T covers example on the board; use magnet. 2 - Model the sentence --> repeat 3x --> groups --> individuals (Use fingers to show connected I'll and stress on go. 3 - Show sentence again and mark connected speech & contraction. -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- GRAMMAR: 1 - Write 'I will go and see what he wants.' 2 - Write parts of speech 'Subject Pronoun + aux. verb + verb...' 3 - Elicit negative form and write it on the board. 4 - Ask ss 'Can we use she instead of I?' 'Will the sentence change? NO' 5 - Elicit question form and write it; write 'Yes' and 'No' answers; point out that we can't use a contraction with 'yes' answers. 6 - Tell ss 'Will is used to talk about ....instant decision'. 'What do we use when we already planned to do something?' going to 7 - Compare the two forms.

Controlled Practice of Target Language (5-7 minutes) • To provide an opportunity to practice target productive skills

1 - T puts situation on the board. 2 - T gives ss 15 seconds to alone choose the best answer. --> 15 seconds CCQs: How much time do you have? 15 seconds Will you do it alone or in pairs? alone Which answer will you choose? the best 3 - T asks ss to compare answers. 4 - T asks ss 'What word means to take care of someone's baby or child while that person is out? Babysit CCQs: Do you take care of a child or baby when you babysit? Yes If a mom has work and no one to take care of her child, what will she need? a babysitter ▪️ Pronunciation: Ba/by/sit --> Drill 3x; choral; individuals 5 - T changes ss place by giving them sticks. :0);0) 6 - T gives the below instructions to ss to do controlled practice activity: >> You will do this in groups for 4 minutes; each group will get 2 things - a set of situations in bubbles and a purple card with phrases --> show ss; you will choose a situation and everyone of you will respond by using I'll + verb. CCQs: Will you do this in pairs or in groups? in groups Will every group only get situation cards? No; also purple card phrases How much time do you have? 4 minutes --> Set time!

Free Practive (4-6 minutes) • To provide students with practice of the task language

1 - T redistributes ss once again using colored sticks. 2 - T gives ss below instructions:- >> In groups - take turns to pick up one of the folded cards; read the prompt and get the others to respond with an offer or instant decision. >> I'll demonstrate --> the teacher demonstrates with 1 or 2 ss >> You have 5 minutes. CCQ: Will you come up with a prompt or read it from the card? read it Will all the other ss respond or just one in the group? ALL How much time do you have? 5 minutes 3 - Set 5 minutes.

Language/Content Feedback (1-2 minutes) • To allow students to report on how they did the task and how it went

1 - Get feedback from ss responses. 2 - Correct errors on the board.

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