Natalie Natalie

Tp 6a
Upper Intermediate level


In this lesson, students will be focusing on vocab linked to 'mishaps'. Students will be using vocab in the productive skill of speaking for accuracy (pronunciation and meaning). Students will spend time speaking about their own personal experience.


Main Aims

  • To introduce, provide clarification and practise the vocabulary of 'mishaps' in the context of unlucky accidents.

Subsidiary Aims

  • To provide fluency speaking practice in personal experience conversation based upon the TL, in the context of the students personal mishaps.
  • To provide accuracy speaking practice in using the TL in the context of mishaps.


Lead-in. (5-7 minutes) • Students to consider the key term 'Mishaps'

Introduce the word mishap by telling a short personalised (can be made up) story about yourself and the funniest mishap that has happened to you (as the teacher). Write it on the WB. Students to watch short video on 'mishaps'. Ask students to write down on provided A3 sheet any key words that come to their minds whilst watching the clip. Students to share their words in WCFB after clip.

Vocab Building (10-11 minutes) • For students to gain vocab on the topic of 'Mishaps': ECDW

Teacher to elicit, check, drill and write key words for activity. Teacher to use visuals to help students in their understanding as a means to elicit language. Teacher to use CCQ to ckeck for understanding of meaning (see language analysis. Teacher to drill students chorally as well as individually using a range of techniques. Teacher to place key words on WB showing stress and spelling.

Vocab meaning match (6-8 minutes) • For students to link new vocab together to demonstrate understanding of vocab

Give students 1 piece of paper. Students need to stand up and move around to find the end of their sentence e.g. a) I stumbled b) and feel over. The students need to find the person with the end of the sentence and link together. Students then as a pair, need to walk around and find a picture that matches their sentence. As a form of FB, students to write on the WB there sentence in the correct column and stick the correct picture next to the this sentence.

Using Key vocab (10-12 minutes) • Students to use target language within a semi-controlled speaking activity (speaking for accuracy)

Students to be handed out a 'find someone who' sheet in which students must add another two 'mishaps' to. Students to walk around and find someone who has experience one of the mishaps. The important section of this stage is for students to spend time telling each other there stories rather than rushing around to finish the task (see anticipated problems). Students to write down the names of the individual onto sheet.

Speaking using TL (10-12 minutes) • Students to practice oral speaking for fluency- using TL in discussion

Students to use questions on the WB to have a paired discussion upon one of their own personal experiences of having a 'mishap'. Students to set the scene, explain which other people were involved, what went wrong and how did the speaker feel? Extension activity: If there is extra time as students have finished their personal discussions. Class to play TL taboo as a GW activity. Sudents to work in groups as a competition. Students to take it in turn to hold a (TL) word up and there team must describe this word to them.

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