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Developing Grammar at Upper
Intermediate Level
by Sam Smith
- Lesson Plan 3

Stages of the Lesson

1. Warmer - To introduce the topic and begin the lesson.

Pairs - 3 mins

Students try and predict what used to be different when I lived in Ukraine.
T writes on board - money, food, sport, times, night-life.

2. Listening
- To practice listening and check predictions.

Whole class - 5 mins

T tells students about how life was different for him, sts check predictions and ask questions as they want.

3. Preparation for speaking
- To give students time to prepare content and language of what they want to say.

Individually - 4 mins

Sts think of a time when their life was different (T suggests ideas) and spend a couple of minutes preparing what they want to say about how life was different. (again list of headings on board)
T then explains that this speaking task will be delayed till the end of the lesson as we are going to look at some areas of language to talk about usual things in the past 1st.

4. Listening
- To practice listening to check predictions.

Whole group / pairs - 9 mins

T sets the scene and asks students to make predictions about a colleagues typical Sunday living in Zimbabwe. 'What does he usually do?', 'What does he enjoy most?' and 'What doesn't he like?'. Sts listen to check their predictions and compare answers in pairs.

5. Discussion
- To provide opportunity for a personal reaction to the listening.

Pairs - 4 mins

T asks sts if they would enjoy Michael's life in Zimbabwe. Why (not)? Sts discuss in pairs.

6. 2nd Listening
- To focus on the structures used and their significance.

Whole group / pairs - 6 mins

T asks the students if the typical Sunday is in the past or present, what is usual and what is unusual and what structures can tell them this? Sts listen and then compare in pairs before whole class feedback.

7. Analysis
- To focus on the structures used and their meaning and form.

Pairs / whole class - 11 mins

Sts use the tape/script and answer questions to clarify the meaning of the structures present (used to and would, for past reference) and complete a table, concentrating on their form in positive, negative and interrogative forms.

8. Spoken perception and oral practice
- To focus on the pronunciation of the targeted structures in fast connected speech.

Whole class - 6 mins

T dictates some sentences at natural speed, which sts transcribe, followed by paired and whole class drills. 'In Ukraine I'd go cross-country skiing in the winter.', 'We used to go to more late night clubs than we do in Madrid.', 'I wouldn't spend half as much on food in Ukraine as I do in Madrid.', 'I didn't use to eat as many fresh vegetables in Ukraine.'

9. Written controlled practice
- To provide practice in inferring the need for 'used to', 'would' and the past simple in a controlled, written context.

Individually / pairs - 4 mins

Sts complete a gap-fill exercise focused on the meaning of 'used to' and 'would' in the context of his experience compared to his brother's.

10. Preparation for spoken practice
- To give students a chance to prepare their language

Pairs - 4 mins

T tells sts that he is trying to decide where to go back to if he ever leaves
Madrid, but can't make a decision about which place he liked living in best and
asks sts to help him decide. Sts in pairs are given 3 separate information sheets
to use to help decide. In the subsequent speaking they will not be allowed to
use numbers.

11. Spoken interpretation practice
- To provide spoken practice of the target language in which attention to form is vital in doing the task.

Groups of 3 - 6 mins

Sts share their information and come to a decision about which place was the best to live in.

12. Preparation for spoken free practice and setting homework
- To provide freer spoken practice.

Whole class / individually - 4 mins

T explains task ,and that writing a summary of it (beginning with e.g. 'Anna was a (adjective) girl.') will be for homework, in which sts will do the task prepared in stage 3 and give them a minute to think about what they will say.

13. Spoken free practice
- To facilitate 'proceduralisation' of the target structures.

Pairs - 6 mins

In pairs students repeat the task from stage 4.

14. Reflection - To give students time and opportunity to review and reflect on what they've done in the lesson.

Pairs - 3 mins

From the menu on the board, sts review the lesson, followed by brief class feedback.

15. Speaking - To practice speaking and prepare the content for later speaking.

Pairs - 6 mins

Students in pairs tell each other how their life was different. T sets listening task of 'What's the biggest change in your partner?' Followed by brief class feedback.

16. Reflection
- To allow students to think of the language they used in the previous task.

Individually / pairs 2 mins

T writes on board 'How well did you speak?' and 'What tenses did you use?'
Sts 1st in pairs answer the questions, then discuss with their partners.

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