OBSERVATION OF CLASSES Level: upper intermediate Length of Lesson: 90 min Aims of Lesson: - vocabulary/ wedding - Simple Present Passive/

is worn - Present Perfect Passive/ has been done LEAD IN: Guessing game _________ cake ? _________ present? _________ ring? PRESENTATION: Lots of cards are put on the board. Every card has a word on relating to weddings. The task is, to sort them into groups. The groups are people, places, events, objects, others. Everybody should look at the board and interpret the words, possibly help each other what the words are meant. Certain words with tricky pronunciation are drilled chorally and individually. PRACTICE: In pairs, talk to each other about weddings in your own country using the words on the board. PRESENTATION 2: Three samples appear on the board Wear / veil Wear / top hat Make / arrangement The teacher gives the module sentence (THE VEIL IS WORN BY THE BRIDE). After saying all three, drilling takes part. PRACTICE 1: Working in pairs, little blue cards are given out to students, with the same structure; sentences have to be made up according to the sample. PRACTICE 2: A sheet of paper is given out to each group of students, containing the duties have to be done before the wedding. Put them in the right order considering their importance. PRESENTATION 3: The Present Perfect Passive is introduced; elicit the structure with a story of a family of an up-tight father. Dont worry dear.. is written on the board suggesting the formula of the sentences. PRACTICE: From the sheet used before, create PPP sentences with the previously mentioned beginning. PRODUCTION: Role play. Portray a family with a worried father and a calm spouse. Use the new vocabulary and grammar. The best way to create role play is; to write it out, turn over the page and play it within the group, by heart in front of the class.

The target language was absolutely clear with both the vocabulary and the grammar. There was plenty of movement within the class and a variety of tasks, which made the lesson very interesting and enjoyable. The stages of the activities were clear. First vocabulary was introduced, then two grammar structures using the same context finally it was all merged in the role play. The target language was easily understandable as the beginning of the class, very clear samples were used. The students knew most of the words and were able to explain them to others. The words with possible problems in pronunciation were drilled as well as the sentences with the new grammar.