This document provides a lesson plan for an advanced English textbook unit on friends. The 50-minute lesson contains 5 activities: 1) A warmer activity where students describe a photo from memory. 2) A speaking discussion practicing CAE exam skills. 3) A multiple-choice cloze grammar and vocabulary activity. 4) An activity presenting and practicing similes. 5) A closing feedback activity where students evaluate which activities they enjoyed. The lesson aims to practice speaking, grammar, and vocabulary skills through elicitation, conversation, and material resources like the coursebook and questions cards.
This document provides a lesson plan for an advanced English textbook unit on friends. The 50-minute lesson contains 5 activities: 1) A warmer activity where students describe a photo from memory. 2) A speaking discussion practicing CAE exam skills. 3) A multiple-choice cloze grammar and vocabulary activity. 4) An activity presenting and practicing similes. 5) A closing feedback activity where students evaluate which activities they enjoyed. The lesson aims to practice speaking, grammar, and vocabulary skills through elicitation, conversation, and material resources like the coursebook and questions cards.
This document provides a lesson plan for an advanced English textbook unit on friends. The 50-minute lesson contains 5 activities: 1) A warmer activity where students describe a photo from memory. 2) A speaking discussion practicing CAE exam skills. 3) A multiple-choice cloze grammar and vocabulary activity. 4) An activity presenting and practicing similes. 5) A closing feedback activity where students evaluate which activities they enjoyed. The lesson aims to practice speaking, grammar, and vocabulary skills through elicitation, conversation, and material resources like the coursebook and questions cards.
Unit 11: A Perfect Match Topic: Friends Vocabulary: be on the same wavelength, be as different as chalk and cheese, get on like a house on fire, kindred spirits, hit it off straightaway, get along famously, (not) have a lot in common Aims: 1. to practise speaking Part 4 from the CAE exam 2. to practise multiple-choice cloze 3. to present and practise similes Objectives: By the end of the class, students will be able to: 1. give and exchange views on 2. find the right collocations to solve a multiple-choice cloze 3. match similes and produce new ones Time: 50 minutes Skills: speaking, grammar, vocabulary Didactic Strategies: 1. Procedural resources: elicitation, conversation, explanation 2. Material resource: coursebook, photo, questions cards, chopped similes/sentences Anticipated problems: Ss might find it hard to produce their own similes. Solution: T provides examples first.
Activity 1 – Warmer: Memory Game
Aim: to introduce Ss to the topic of friends Timing: 3’ Materials: photo Interaction: T-S, S-T Focus: speaking Evaluation: Ss’ answers Procedure: T shows Ss a photo and they have 15” to look at it. Then, T turns over the photo and Ss have to describe it from memory. Activity 2 – Speaking Discussion Aim: to practise Speaking Part 4 of the CAE exam Timing: 10’ Materials: cards with questions Focus: speaking Evaluation: Systematic observation Procedure: T asks Ss these questions and makes brief notes on the board.
Is compatibility the most important thing for you in a friendship?
Some people prefer to make friends exclusively through being introduced to them by others. Why do you think this is? Then, T tells Ss that she would like them to talk together about similar issues. T organizes Ss in pairs and gives each pair a card with questions to discuss. T sets a time limit of 3’. T goes round the class and provides support where needed. Then, T asks some groups to report back to class. Activity 3 – Seeking my perfect match Aim: to practise multiple-choice cloze Timing: 15’ Materials: Coursebook Interaction: S Focus: grammar and vocabulary Evaluation: Ss’answers Procedure: T ask Ss to discuss the following question in pairs: What do you think is the best way for people to meet a partner? Elicit some ideas. T tells Ss to skim the article It’s a set up and tell her what it is. Then, Ss have 10’ to do the multiple-choice cloze individually. T checks answers with the whole class and writes collocations and important phrases on the board. Ss copy them in their jotters. Activity 4 – Aim: to present and practise similes Timing: 19’ Focus: vocabulary Evaluation: systematic observation Procedure: T gives Ss chopped similes and sentences that they have to match working in pairs. When Ss have finished matching, T checks answers with Ss and discusses meaning. Ss have to use certain similes in sentences. T ask Ss to think of their own similes and first provides an example of her own. Then, Ss have to describe themselves in writing using at least four similes. T collect papers, reads out a description and Ss have to guess who it is.
Activity 5 – Ending the lesson
Aim: to allow Ss the opportunity to provide feedback on the lesson Timing: 3’ Focus: Speaking T asks Ss what activities they did today and lists them on the board. T asks Ss which activities they enjoyed best and places stickers accordingly. T praises Ss for their hard work and ends the lessons.