Weekly Plan

Level: 6 - Upper Intermediate

Mark Samcoe
February 22, 2011

4 Days
1. Pick a skill ex. writing, speaking is sub
2. activities
3. aim: 2 for main, 1 for sub

1 Day
5 periods: 1 aim for each, 1 for sub (speak.)
-reuse speaking aims
-ESA format


Tuesday
Skills Main Activities & Resources Learning Aims
Listening and Speaking 1. Phone conversation - expressing
confusion, asking for clarification.
2. Listening to news headlines.
3. Creating news headlines for the
class.

Resources: Telephone dialogue cards;
newsy.com and Scrivener appendix 16.
1. Students will be able to
use strategies to deal with
non-comprehension in
interactive situations.
2. Students will be able to
understand key points of
what is heard in short and
longer oral production.
3. Students will be able to
speak with a low number of
errors and be able to
manage discourse.

Skills Main Activities & Resources Learning Aims
Reading and Speaking 1. Reading postcards and e-mails.
2. Organizing pamphlet/brochure
information.
3. Creating and presenting a day out in
Calgary.

Resources: Postcards and e-mails,
tourist pamphlets and brochures.
1. Students will be able to
recognize key points in texts.
2. Students will be able to
find and understand specific
information in
advertisements/brochures.
3. Students will be able to
speak with a low number of
errors.

Skills Main Activities & Resources Learning Aims
Writing and Speaking 1. Creating a market research
questionnaire for students to fill it out.
2. Designing a bar/restaurant and
describing it to a panel.
1. Students will be able to
deal with simple and more
complex sentence structure
in a review.
3. Debate on which business to pursue.
4. Collaboratively writing a review of
student-created bars/restaurants.

Resources: lonelyplanet.com,
questionnaire templates self-made.
2. Students will be able to
express ideas clearly.
3. Students will be able to
pronounce speech
intelligibly and without
putting strain on a listener.

Skills Main Activities & Resources Learning Aims
Grammar and Speaking 1. Mysterious/Unexplained events
activity.
2. Reporting verbs truth & lies activity.

Resources: Mysterious scenarios self-
made, reporting verbs activity sheet
self-made.
1. Students will be able to
use modals to express
degrees of certainty in the
simple past.
2. Students will be able to
use reporting verbs.


-Writing and Speaking
Soap Opera students create a mini soap opera to enact for the class. show clip. students conjecture
about what will happen in the next episode. identify cultural differences.
Resource: soap opera clip
Aim: Students will be able to discuss and write about cultural differences

-Vocabulary and Speaking
1. Discussing cultural stereotypes
2. Writing an e-mail to someone in the students home country discussing cultural differences
Resource: e-mail worksheet, self-made;
http://www.nytimes.com/interactive/2011/01/18/opinion/20100119_Schott.html?ref=opinion
Aim: Students will be able to create and present a scene from a soap opera

*extend one for two periods

1 Day
5 periods: 1 aim for each, 1 for sub (speak.)
-reuse speaking aims
-ESA format

Skills: Listening and Speaking
Learning Aims: 1. Understanding a range of accents. 2. Understanding emotions and attitudes expressed
orally. 3. Using key language introduced in the lesson and handling oral production clearly and
confidently, with a good level of fluency.
Engage: Movie posters with names blanked out for five films that will be featured in the listening
exercise. Students make inferences about the title, plot, genre and era, with a partner and give reasons.

Study: Vocabulary from the listening exercise. Listening activity: 5 Favourite films with James McAvoy
(Rotten Tomatoes TV)

1. Pre-listening activity students make predictions about what the actor thinks about the films, and try
to use some of the vocabulary.

2. Students watch and listen to recording once no task; listening for pleasure
-deal with any issues arising from the listening activity: comprehension, accent difficulty

3. First listening task: gap fill based on recording, students work with a partner pause after each film
-play recording twice; go over as a class

(Controlled Activate) Second listening task: students watch the recording several times and have an
auction for incorrect vs correct sentences related to intonation and collocation

(Freer Activate) discussing your favourite movies, with reasons why, including use of lexis. students
present to the class, RT style.

(extended) Mombasa chase sequence from Inception - Students take turns describing it to one
another
Resource: Inception chase scene youtube clip; Zero Prep something
Students will be able to comprehend and describe chronological events


Skills: Grammar and Speaking
Learning Aims: 1. 2. 3.
(Engage) In pairs, students discuss things they hope exist or have been designed/invented in the
future. Students locate slips of paper around the school related to fields of science and technology.

(study) test students understanding of the future perfect discussing in pairs what the other will have
accomplished before going on a date at a specific time.

teach/review the future perfect tense

Students complete a gap fill with the correct form of the verb

(controlled) Students write down 3 things they will have accomplished by certain dates in the future.
Students must then guess who wrote each sentence.

(freer) Students predict each others future

(extended) discussing jobs and what someone will have done by a certain time of the workday.


Skills: Reading and Speaking
Learning Aims: 1. 2. 3.
(engage) - Running Dictation. Students work in pairs, with partners taking turns locating a phrase on the
wall, remembering it, and reporting it back to the other partner to write out.

(engage) Invention taboo. Students are given the name of an invention or discovery, which they keep
secret. They must walk around the class and ask each other questions about the invention, describing it
without using words that will give the answer away. Afterwards, as a whole class, students guess each
others inventions. Discuss difference between an invention and a discovery.

(study) Environmental Issues?

(controlled activate)

(freer activate) Debate: students are put in groups and given a position on an issue. Groups must come
up with arguments for their side and arguments against the opposing side


Skills: Writing and Speaking
Learning Aims: 1. 2. 3.
http://inventors.about.com/od/astartinventions/a/FamousInvention.htm

(study) modal verbs of permission and probability

http://www.onestopenglish.com/community/lesson-share/pdf-content/speaking/speaking-inventions-
teachers-notes/147709.article

(controlled activate)

(freer activate) Students work in group to build an invention out of cuisenaire rods or random props.
Students must then present their invention to the class. The class discusses which invention would be
most useful.