Nancy Meckel Nancy Meckel

Upper-intermediate level




Main Aims

  • To provide practice of speaking for fluency in the context of memorable events students have been attended and their opinions about them.

Subsidiary Aims

  • To practice listening for gist.
  • To provide functional language to allow students to have a conversation during the freer task toward the end of class.


Lead-in (1-2 minutes) • Set context and speaking warm up

SET CONTEXT: I talk about a place I've visited that I loved - Mexico City - to personalize the topic. It was memorable. Elicit meaning of the word memorable.

Content preparation (5-7 minutes) • Students practice speaking in pairs and during feedback

1) Slide 2: events Match events pictures and words. 2) PAIRWORK: Ss will talk in BORs for 2 minutes. They will ask each other about a place they've visited or an event they've attended that is still memorable now. What is the place? Where is it? Why did the partner love about it? ICQs: How long? Ask what? FB: I ask 2-3 students to share what their partners told them.

Language Preparation: MFP of useful language (7-9 minutes) • Students will earn about the Meaning, Form, and Pronuncitation of expressions from "Useful language" on p75 of Cutting Edge Upper Intermediate, Students Book.

MEANING: Elicit meaning: Showing slide 3, elicit the overall meaning of the questions and answers: What are we talking about? - opinions; likes (or dislikes); great places and events we remember. Elicit meaning of On the whole Looking back by asking SS for other ways to say the same thing. FORM Look at the questions on Slide 3. Differentiation between /what/ as a question word and /what/ as a relative pronoun. Ask SS to pick out the questions and answers with the word "what". CCQs: Are they all questions? Are they all statements? Do you see a difference between the way they are used? (inversion, verb follows directly after "what" VS replace "what' with "The thing that ..." Quick practice: Google form, multiple choice Pronunciation: Wich word is most important in the question. Model question with rising or falling information. Point out linking, for example "was it" "as you", etc.

Language Preparation (5-6 minutes) • Students will develop a feeling for the nuances of meaningthe opportunity to use the TL they were introduced to in the MFP stage.

Task: Working Individually, students arrange "answers" from language usage on a cline from most positive to most negative; then similarly with the questions from most specific to least specific. PAIRS: SS compare OCFB

Listening task (4-7 minutes) • Students to practice listening for further context

Play 1 part of Track 17, from Cutting Edge Upper Intermediate audio tracks. SS listen once for answers to 2 questions: What event is the woman talking about? Why was it so impressive? Students compare answers in pairs. OCFB Listen again for words that tell us how she felt and feels about the event. Pair work OFCB

Speaking task (10-12 minutes) • To allow students practice speaking about events and their opinions about them.

Slide 4: Students are first shown slide 4 with 5 pictures of events in NYC and 5 short descriptions. While looking at them, SS are told the scenario: they are going NYC with some friends for the weekend. Slide 5: Matching exercise to ensure SS understand the activities. PAIRWORK Students work in pairs in BORs to match up the descriptions with the photos. OCFB Review Students will work in pairs. Students will plan an activity for the NY trip. Together they will talk about the 5 activities and any others they can think of. They will negotiate the choice of two activities - 1 per student. This includes discussing interests, what they understand the activities are, why they like or don't like the suggested activities or one another's suggestions. At the end of the conversation, each student will have chosen 1 activity. OCFB Students share what their partner chose, why, also what their partner didn't choose and why.

Delayed error correction (2-3 minutes) • To correct errors made during the lesson.

Slide 7: Write an error in its sentence on slide 7, elicit correction from class. Cover pronunciation as well. Do this with 2 - 4 errors.

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