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Market Leader Intermediate Lesson Plan

This document contains a lesson plan for an intermediate English class focusing on brands, vocabulary, and grammar. The plan includes icebreaker activities, warmups on brands that appeal to men and women, matching brands to slogans, presentations and practice of new vocabulary words, presentations and exercises on present simple and present continuous tenses, a production activity involving countries' time zones, and a sum-up discussion. The lesson incorporates individual work, pairwork, teamwork and open class discussions over a period of around 90 minutes. Homework includes reading comprehension and an online vocabulary quiz.

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195 views2 pages

Market Leader Intermediate Lesson Plan

This document contains a lesson plan for an intermediate English class focusing on brands, vocabulary, and grammar. The plan includes icebreaker activities, warmups on brands that appeal to men and women, matching brands to slogans, presentations and practice of new vocabulary words, presentations and exercises on present simple and present continuous tenses, a production activity involving countries' time zones, and a sum-up discussion. The lesson incorporates individual work, pairwork, teamwork and open class discussions over a period of around 90 minutes. Homework includes reading comprehension and an online vocabulary quiz.

Uploaded by

Y H
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
  • Lesson Plan Overview
  • Detailed Lesson Execution

Market Leader Intermediate

Lesson Plan
Unit 1
Activity Mode of Time (min)
work
Ice breaker       Open class 5-7’
The teacher asks each person to write five interesting facts about himself Ss
or herself on a post-it note (3 min), and then put the notes on the board. 
The teacher writes one, too. Then, T chooses one post-it note and reads it
aloud and tries to guess which student wrote it. When T gets the right
student, that person says his/her name aloud and takes a turn with the
remaining notes. Continue until all the notes are gone.
Warm up (lead in to the topic Brands) In teams 5’
The teacher divides the class in two teams and asks Ss to brainstorm the Ss-Ss
ideas:
Team 1 What types of brands appeal to men? Why?
Team 2 What types of brands appeal to women? Why?
After they discuss T asks a leader from each team to come to the board
and make a list of the reasons. T comments on the positives and mistakes
Ss made
Match a brand with its slogan - OPTIONAL S-S 10’
Ss match the brands with their slogans in pairs (Appendix 1) Pairwork
Open-class check up. T-Ss
After that Ss should say what slogan they like most of all and why.

VOCABULARY PART – 35 min


Presentation
Teacher asks Ss to open the book and look at ex.A p.7 S, Ss 10
Ss do the task individually and then a teacher checks it in an open class
mode, clarifying the meaning and modeling correct pronunciation when
necessary.

Practice
a) Ask Ss to do ex.B p. 7 + open-class check up S 7’
b) (Appendix 2).
- Guessing Game. The game is played in pairs. Ss get a set of cards
face down. One by one, they pick up a card, say definitions, and
their partner should guess the word. If the partner doesn’t guess
the word he keeps it, and should explain the word to the whole
class after the game (to memorize it).
Production – choose one activity from the list Ss-Ss 7-10’
- Discuss the Qs (p.7. ex. C)
- Ss should tell about their company or departments (structure,
history, departments, activities) using new words. Allow Ss some
time to get prepared (2 minutes).
GRAMMAR PART – 35 min
Presentation (using minimal sentence pairs) T-Ss 15’
The teacher writes the following sets of sentences on the board: Open class
Christian Dior sells luxury, ready-to-wear clothes.
Christian Dior is now selling baby bottles.
Dior is currently looking to recruit a marketing director.
S-S
Ask Ss to work in pairs and discuss what the sentences have in common
and what is different about them. Elicit the ideas from the Ss In pairs
(1) All three sentences are about Present
(2) Sentence 2 and 3 are in Present Continuous Ss-Ss
(3) All three sentences have different functions the first - we give In teams
factual information, the second – ongoing situations, the third –
talking about temporary situations.

Then divide Ss into two teams


Present Simple team
Present Continuous team

Get Ss to come up with all the functions of the tenses + come up with the
form in positive, negative sentences and questions…
After the discussion in teams, groups present their findings to each other.

Practice S 5’
-Ex. A, B, C p. 10 Individually
(CD1.2
Production. Time zones 10
If you give students a list of countries in different time zones, they should
be able to make sentences about what is probably happening there right S-S
now, as well as their impressions of what daily life is like, e.g. “People are Pairwork 10
probably coming home from bars about now. I think they often stay up
until very late but sleep after lunch” to describe their picture of Spanish
life. Their partners should listen and guess the country.
Sum-up T-Ss
Ask students what new words they liked the most and will use in Open class 3’
future, what grammar was unclear or still is (to work on later)
H/w
1. SB p. 8-9 Section Reading (read and do the tasks, B, C)
2. Quizlet Unit 1
[Link]

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