Elena Elena

TP2 lesson
B1 level


In this lesson students will review and practice some vocabulary related to dating and relationships. Then they will practice reading and listening for gist and for specific information. This will be followed by semi-restricted practice of speaking.


Abc Reading handout
Abc Complete the names handouts
Abc Picture of Freddie Mercury
Abc Picture of Kıvanç Tatlıtuğ
Abc Audio files
Abc matching

Main Aims

  • Reading for specific information

Subsidiary Aims

  • Using topic specific vocabulary to understand a listening text about relationships


Lead-in (5-7 minutes) • To get students attentıon and to set up context

Put "First..." on the WB. T: Does anyone have a good memory? Do you remember your first friend? (Put "friend" on the WB). What about your first English lesson? (Put "English lesson on the WB) T: What other "firsts" are important. Elicit words from the box, using drawings and other hints. Write them on the WB. Elicit or if it's impossible explain the word "crush", introduce expressions "to have a crush on smb", "s/he is my crush"

Semi-controlled speaking practice (12-15 minutes) • To provide speaking practice

Put the picture of Freddie Mercury on the WB. Explain that he is my first hero and one of the main reasons for learning English. PW: Ask students to choose 3 "firsts" that they remember best and tell their partner about them. FB: Ask students to tell what they found out about their partner.

Reading for gist (5-8 minutes) • For students to practice reading to get the general idea of the text

Put the reading task on the WB. Tell students that in a minute they will receive handouts with the text. They will have 3 minutes to read and decide which relationship has the best chance of success. ICQ: do you read sloooowly trying to understand every single word? Give out handouts. Start and stop Reading activity. PW: Ask the students to discuss with their partner which relationship will be more successfull and why. Ask them to give at least 2 reasons. FB - Ask students who think it will be Clare+Stan to raise their hands. Count, Put the number on the WB. Ask 2 people to give their reasons, Bill and Ruth- Raise hands - count- put on the board - ask for reasons.

Clarification of vocabulary (5-7 minutes) • To clarify the meaning of the vocabulary

Test: Give out handouts with matching activity and ask students to work in pairs and match the words with their definititions. FB - ask the early finishers to put their answers to the WB. Check with the WC Use the picture of Kıvanç to illustrate "bachelor" and ask students if they think he is eligible or not.

Completing the sentences activity (7-10 minutes) • Practice reading for specific information.

Put the exercise on the WB Instructions: On your handouts you will have 5 statements all of them are true. Work on your own. Find out if they are about Bill and Ruth or about Stan and Clare. You can reread the text again if you need to. When you're done please raise your hand. ICQ - Are you working in pairs? What will you do when you're done? For peer checks put early finishers in pairs and\or write there answers on the WB. Check if everybody have the same answer.

Listening (7-10 minutes) • Practicing listening for a gist and for specific information.

T: Now we will listen to Ruth and Clair. They will be talking about their relatonships one year after the text. was written.. The question is - who's relationships didn't work out. Play the audio files. Play Clare's speech again and ask student's to tell why her relationships with Stan didn't work out. FB Students saying the reason.

Follow-up task (5-10 minutes) • Provide semi-controlled speaking practice

In groups of 4 discuss what are the secrets of successfull relationships Come up with 4 secrets. FB - ask 2 groups (one person in each group) what are the secrets.

If time activity
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