Name: xxxxx xxxxx xxxxx TP Number: 8 Level: Upper-Intermediate Date: 19/04/2023

Description
This lesson will focus on using the language of advantages and disadvantages in the context of making money.

Main Aims
 By the end of the lesson, learners will be better able to discuss advantages and disadvantages of some
related ideas.

Subsidiary Aims
 To provide Ss with an opportunity to practice listening for gist and detailed information
 To provide Ss with an opportunity to use functional language of advantages and disadvantages

Background
Class Profile
It is a monolingual group of 5 adult students from Turkey. New students join as we go in the course, so they may
be 7 students. They range in age from twenties to their fifties. They are very interested in classes, and they
respond well to visuals and enjoy interacting with each other. They are generally willing to do most types of
activities, and they enjoy discussions.
Assumptions
- It is assumed that Ss are more familiar with listening tasks for gist and details sub-skills.
- It is assumed that they might be familiar with discussing topics of positive and negative points.
Personal Aims
- To give more time for speaking tasks as speaking is the main aim in this lesson
Timetable Fit
Ss will have an opportunity to practice their spoken language after the grammar lesson that is focusing on verb
tenses and passive voice with the other teacher. Since this will be the last lesson with this group of learners in this
course, we will not meet them again.
Anticipated Problems & Solutions: Target language – meaning, pronunciation and form (and appropriacy where
relevant)
 Some Ss may not know the synonyms of advantages and disadvantages.
Ask CCQs to check understanding of the same meanings.
- What’s another word for advantages? (Benefits, profits, pros)
- What’s another word for disadvantages? (Drawbacks, problems, cons)
- Are advantages positive or negative point? (Positive points)
- Are disadvantages benefits? (No)
 Ss may not pronounce the chunks naturally in connected speech.
Drill and model correct examples; highlight the features of connected speech.
Anticipated Problems & Solutions: Lesson content – skills work, the topic, etc.
 Ss may not be clear about the second part of listening (watching the video).
Give clear instructions and allow them to listen again in the following task.
 Ss may have no sufficient ideas to talk about one topic.
Ask them to talk about more than one topic (four topics given).
Anticipated Problems & Solutions: Classroom management – timings, technology, etc.
 Electricity may cut off or internet may disconnect.
Have your laptop charged fully and prepare an internet backup plan.
 There might be few students attending.
Ask them to work in pairs instead of groups.

Materials
Doff, A., Thaine C., Puchta, H., Stranks J., and Lewis-Jones, P. (2015) Empower. Upper Intermediate Student’s Book, Cambridge
University Press. Unit 5C, Page 62, Exercises 1a, c (adapted), 3b, 3d, and 3e.

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Please see the following page for the lesson procedure.

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 Stage Name Interaction
Procedure Materials Time Comments
& Aims Pattern
Warmer/Lead-in Ss in pairs discuss three questions about the pictures of cafes. T-Ss,
To generate interest Ask Ss to report in whole class. Ss-T,
in the topic/theme of Interact and ask follow-up questions. Pictures 4-5 mins
the lesson Ss-Ss (p/w),
Ss-Ss (w/c)
Preparing to Speak First Listening (Video Part 1):
To provide learners Ss watch Part 1 video and answer the question ‘Why is Sam worried?’
with a model of the Elicit Ss’ answers in w/c.
task through Display the answer key and ask Ss to check against it.
listening Prediction:
Ss look at the picture and in pairs guess the topics Sam and Emma are
talking about. Ask Ss to report what they guessed. T-Ss,
Recording
Second Listening (Video Part 2): Ss-T,
Ss Bk – U5C, P 62, 9-11 mins
Ss watch Part 2 video to check whether they guessed right or not. Ss-Ss (p/w),
Ex 1c, 2a and 2b
Elicit Ss answers in w/c. Ss-Ss (w/c)
Display the answer key and ask Ss to check against it.
Third Listening (Video Part 2 again):
Ss watch Part 2 video again to discuss positive and negative points for
the ideas of Sam and Emma.
Discus answers with Ss in w/c. Display the answer key.

Useful Language Meaning:

To provide and clarify Ss classify the five words (problem, advantage, disadvantage, best
language which thing, drawback) according to the two sentences.
learners may find Nominate some Ss to give answers.
useful for Display the answer key and ask them to double check. T-Ss,
completing the
Ask Ss some CCQs about the words and phrases (see above). Ss-T,
speaking tasks Ss Bk – U5C, P 62,
Form: Ss-Ss (p/w), 7-9 mins
Ex 3c and 3d
Ss in pairs complete the sentences with the correct prepositions from Ss-Task,
the box. Ss-Ss (w/c)
Display the answer key and ask them to check.
Pronunciation:
Drill two sentences and highlight stress and connected speech features.

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 Stage Name Interaction
Procedure Materials Time Comments
& Aims Pattern
Speaking Task 1 Ss work in pairs to discuss three ideas using advantages/disadvantages T-Ss,
For learners to expressions. Ss-T,
practice their spoken Demonstrate the first example. Ss Bk – U5C, P 62, Ss-Ss (p/w) 4-5 mins
accuracy in relation Listen to what Ss have said in w/c.
to the topic Ex 3e Ss-Ss (w/c)

Speaking Task 2 Ss work in pairs to discuss advantages and disadvantages of some

T-Ss,
For learners to topics.
practice their spoken Ss-T,
Ss will have a minute to think about the topics.
fluency on the same Ss-Ss (p/w) 8-10 mins
Monitor without interfering and make notes of Ss’ good language and PPT Slide 12
topic Ss-Ss (w/c)
errors.

Feedback/Error Give feedback on the content of their conversations.

Correction Invite them to comment and interact.
T-Ss,
To provide content as Ask them to check some sentences from their conversations. 4-5 mins
well as language Ss-T,
Give feedback on language and any possible errors.
feedback on Ss’ Ss-Ss (w/c)
Reflection (Flexi):
output - What did you learn today? Did you enjoy it? Was it useful?

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