Level of the class: Pre intermediate
Estimated number of students: 14

Communicative aims:
Speaking- to talk about injuries one has had, ask about people’s experiences and react to their answers,
- to offer proper help (What’s wrong?, Are you ok?, Maybe you need to…, I’ve sprained my ankle...)

Language aims:

GRAMMAR AIMS:
- present perfect (when talking about finished action with a result in presence (focus on result),
something that happened in the recent past but it is still true or important now)
- modal verbs (should, ought to, must)
- imperative clauses

LEXICAL AIMS:
- phrases useful for advice, suggestions, requests, instructions
- phrases describing injuries
PRONUNCIATION AIMS:
- short and long vowel sounds: /I/ and /i:/
injury, bitten – feel, meet

Skills development:
LISTENING:
- for general information (SS match pictures with instructions about how to behave in an
emergency)
- for specific information (SS mark instructions they heard in the dialogue, SS answer the
specific questions)

READING;
- for specific information (SS answer the question)



Materials and aids to be used:
- “New English Plus 2. Student’s Book.“, Ben Wetz, Diana Pye, Jenny Quintana, James Styring, Nicholas Tims, Oxford (page 111)
- iTools (New English Plus 2)
- interactive whiteboard
- loudspeakers

Timetable/ programme fit:
Few days ago SS were talking about first aid course in Safety Education lesson. I would like to maintain their interest in the subject and to increase their knowledge in this area. I would point out that they would benefit from broadening English vocabulary and practising skills.

Group profile:
The group consists of six girls and eight boys. Majority of them are extroverted. Altough thelevel of the group is supposed to be A2 - pre intermediate, their levels range from A1 to A2.
Lead in

verbal, intrapersonal,
visual, bodily-kinesthetic intelligence

To warm up and get SS interested
Lead in
practise speaking skills.
T gives SS pictures connected with medical care. SS in groups of three and four guess what activities illustrate pictures. SS do the matching on an
interactive whiteboard

SS get six instruction how to behave in an emergency and are supposed to match information with the pictures used during previous stage. (p. 111, ex.1)

SS listen to a telephone call to a medical helpline. They are supposed to mark information instructions they heard in the dialogue. The instructions to mark were used in the former exercise. (p. 111, ex. 2)

SS in pairs listen to the telephone call again
and they answer the questions from 1 to 6.
SS answer the questions in present perfect
tense. T elicits the first answer (She’s burnt her
hand.) Only accepts the answer if SS use the
correct present perfect form. T explains the
difference between present perfect and past
simple. T stresses using present perfect when
talking about finished action with a result in
presence (focus on result), something that
happened in the recent past but it is still true or
important now.

To raise awareness of using present
perfect and the difference between
present perfect and past simple
SS practise using present perfect in a
controlled way in order to build
confidence in using language

SS read and listen to another dialogue -
another person is calling medical helpline.
They SS are supposed to answer what
particular part of the body has Clare hurt?

To practise reading and listening for
specific information

Pronunciation practice
T point on the interactive board to the words
with I sound (explains that this is a long sound) and to the words with /i:/ sound
(explains that this is a short sound).
SS listen to the words.
T drills the words chorally and individually
T points to some words and ask particular S is
supposed to produce them.

To practise pronunciation of long and
short vowel sounds /I/ /i:/

SS are asked to do role plays in groups (one S
is an operator from Medical Direct Helpline,
the other one has hurt himself/ herself). SS are
supposed to use vocabulary learnt during the
lesson and their own ideas as well.
Volunteers can act out the dialogue in front of
the class.

To practise speaking skills
To personalise and recycle the
language introduced during the lesson
T generally doesn’t interfere
SS have a great deal of freedom during
production

verbal, intrapersonal,
linquistic intelligence

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