Evgeniia Evgeniia

Functional language: Generalisation and Giving Examples
B1, Intermediate level


Un this lesson, students are provided with immediately useful functional language for generalization and giving examples in the context of a lecture on philosophy. The lesson starts with a quick speaking task when students look at two pictures and compare and contrast them. This is followed by a gist listening when students define the topic of the recording. Then in terms of listening for detail students do a true/false exercise. After that they are offered to match sentences from the listening highlighting TL and giving their own examples with TL. They are TL presentation and controlled practice respectively. Finally they do some freer practice through discussion a given context.


Abc handout

Main Aims

  • To provide clarification and practice of language used for generalisation and giving examples in the context of lecture on philosophy.

Subsidiary Aims

  • To provide gist and detailed listening practice using a text about philosophy in the context of lecture on the subject.
  • To provide fluency speaking practice in a conversation.


Warmer/Lead-in (5-7 minutes) • To introduce the topic via a quick speaking task or picture work.

Look at the two pictures and compare and contrast them.

Listening for gist (8-10 minutes) • To provide students with less challenging gist. To develop students' ability to decipher gist meaning from a recording in the context of a lecture on philosophy.

Listen to the recording and try to answer the following questions: What is the situation? Who is speaking? What is it about? Look at the words on the board and hoose the right topic for the recording you have just listened. Peer-checking a WC feedback.

Listening for detail (8-10 minutes) • To develop students' ability to comprehend and process more detailed information from the same recording. To present TL in context via a conversation.

Give the correct phonetic model of a proper noun "Confucius". Students are given an exercise for true/false statements. They read them through for a minute. Then they listen to the recording again and do the exercise. Peer-checking and WC feedback.

Language focus (10-12 minutes) • To draw students' attention to TL

Match the general statements 1-3 from the listening to the examples a - c. Peer-check. Listen again and WC feedback.

Presentation (5-7 minutes) • To focus on expressions for generalising and giving examples: meaning and the use in context.

Students see the sentences from the previous exercise written on the board. Some of them are invited to the board to highlight the TL.

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