TP Points Upper-intermediate

CANDIDATE TP1 TP2 TP3 TP4

Roberto Listening

Debora Reading

Carolina Grammar

Mara Vocabulary

Julia Listening

Flávio Vocabulary

Material:
Click below to have access to the coursebook Speak Out Upper-intermediate
https://drive.google.com/drive/folders/1gA6aG9ILA9-wAntRtUKoHfxFp8CrkDaT?usp=sharing

TP 1 – Friday (Mar-2)
1 – Roberto 2 – Debora 3 – Carolina

TP1 – Listening TP1 – Reading TP1 – Grammar

By the end of this lesson, Ss will
be better able to listen to
different speakers talk about
the best age to do things for gist
and detail.
Lead-in: ​WB p. 38 ex. 4A
Have students work in pairs and
do the activity as suggested.
Then, take feedback from the
whole group.
Pre-teaching vocabulary:
Pre-teach the words/phrases:
- hard and fast rule
- put up with
By the end of this lesson, Ss will
be better able to read an article
about late bloomers and early
peakers for gist and for detail.
Lead-in: ​Ask Ss to discuss:
Do you know anyone who had
success at an early age and then
lost it?
Do you know anyone who found
what they were good at and had
success later in life?
Tell your partner about them.
In English there is an expression
to refer to each of these people.
Do you know them?
By the end of this lesson, Ss will
be better able to use modals
and semi-modals to find
opinions about obligation and
expectations in common.
Lead-in: ​SB p. 70 ex. 8A
Have students work in pairs to
discuss these questions. Then,
take feedback from the whole
group.
Noticing the language:
Ask Ss to classify the sentences
(1-6) in ex. 5A (SB p. 69) as
‘milestones of freedom’ or
- strike a balance
- reckon
Show Ss an example sentence
for each items. Underline the
item. Offer them the definitions
for them to match with. Design
a handout for this. Ss can do this
individually, then they compare
in pairs. After correcting and
boarding answers, drill the
items consistently. Use 4D as an
example.
Initial reading task (gist):
WB p. 38 ex. 4B
Have students work on the task
individually, then they compare
answers in pairs, and finally you
check the answers with the
whole group.
Second task (detail):
WB p. 38 ex. 4C
Have students work on the task
individually, then they compare 2. What early peakers do
answers in pairs, and finally you
check the answers with the
whole group.
Follow-up: ​Ask Ss to tell each
other about when they did one
or two of the things from the list
in 4A, and discuss whether they
think they did it at the right
time.
Have students work in pairs and
do the activity as suggested.
Then, take feedback from the
whole group.
Pre-teaching vocabulary:
Pre-teach the words/phrases:
· biased
· milestones
· ever-shifting
· make a name for oneself
Show Ss example sentences
with words or phrases. For each
sentence provide two
alternative definitions /
synonyms for them to choose
from.
Then, elicit part of speech and
drill.
Initial reading task (gist):
The text is on pages 68, 69 (SB)
Tick the items that are
mentioned in the text.
1. Fields in which people
tend to find success early.
after fame is gone.
3. Reasons why some
people bloom late.
4. How late bloomers feel
before they find success.
5. How freedom, obligation
and expectations change
as one gets old.
6. Examples of well-known
late bloomers and early
peakers.
Have students work on the task
individually, then they compare
answers in pairs, and finally you
‘ever-shifting sands of
obligation and expectations’,
according to the text.
Have students work on the task
individually, then they compare
answers in pairs, and finally you
check the answers with the
whole group.
Focus on meaning:​ SB p. 69 ex.
5. Complete the table with
sentences from 5A and 5B.
Focus on form: ​Write sentences
that contain mistakes in the
form of the modals, such as “he
made her to do…”, for Ss to
correct.
Have students work in pairs,
and you check the answers with
the whole group.
Focus on pronunciation: ​SB p.
69 ex. 6A and 6B.
Controlled practice: ​SB p. 139
ex. 1B + SB p. 70 ex. 7A
Have students work on the task
individually, then they compare
answers in pairs, and finally you
check the answers with the
whole group.
Freer practice: ​SB p. 70 ex. 7B.
First they work individually, and
then in pairs. Tell them that the
objective of telling each other
about their sentences is to find
opinions in common.
check the answers with the
whole group.

Second task (detail):

Answer the questions below.
1. In which of these fields
is someone more likely to
peak early: acting,
singing, writing, sports,
business? Justify your
answer.
2. What does the late
bloomer normally face
before reaching success?
Justify your answer.
3. Which important
moments are mentioned
to represent fewer rules
and restrictions in the life
of a teenager?
4. What are the examples
provided of expectations
that are constantly
changing in the life of a
young adult?
5. Why have late bloomers
and early peakers
become famous?
6. In the photographs, who
are the late bloomers?
Justify your answer.
7. In the photographs, who
are the early peakers?
Justify your answer.

Have students work on the task

individually, then they compare
answers in pairs, and finally you
check the answers with the
whole group.

Follow-up: ​SB p. 69 ex. 4C


TP 1 – Tuesday (Mar-9)
1 – Mara
TP1 – Vocabulary
By the end of this lesson, Ss will
be better able to use verb
collocations to talk about age
appropriate activities.
Lead-in: ​Put Ss in small groups
to brainstorm a listo f things
that they wanted to do/have as
teenagers, but that their
parents didn’t let them and
why. Also, ask them to discuss
whether they now agree with
their parents’ points of view.
Have students work in pairs and
do the activity as suggested.
Then, take feedback from the
whole group.
Vocabulary task: ​SB p. 74 ex.
1A.
Have students work on the task
individually, then they compare
answers in pairs, and finally you
Add: What are the advantages
and disadvantages of being a
late bloomer and an early
peaker?
Have students work in pairs and
do the activity as suggested.
Then, take feedback from the
whole group.
2 – Julia
TP1 – Listening
By the end of this lesson, Ss will
be better able to listen to a
radio program about age
appropriate activities for gist
and for detail.
Lead-in: ​Discuss questions:
- Are radio phone-ins
common in Brazil?
- What kind of advice or
opinion do people give?
- Do you like this kind of
program?
- Have you ever taken part
in one?
Have students work in pairs and
do the activity as suggested.
Then, take feedback from the
whole group.
Pre-teaching vocabulary:
Pre-teach the phrases:
- To be up to sb
- To talk sth over with sb.
3 – Flavio
TP1 – Vocabulary
By the end of this lesson, Ss will
be better able to use
expressions related to age to
talk about the best age to do
things.
Lead-in: ​SB p. 68 ex. 1
Have students work in pairs and
do the activity as suggested.
Then, take feedback from the
whole group.
Vocabulary task: ​SB p. 68 ex. 2A
Have students work on the task
individually, then they compare
answers in pairs, and finally you
check the answers with the
whole group.
Language clarification:
MEANING​: SB p. 68 ex. 2B. Get
Ss to discuss these personalized
or context checking questions in
check the answers with the
whole group. When correcting,
ask Ss to justify why some
alternatives are not possible
(e.g. item 3: put ​on​ make-up)
Language clarification:
MEANING​: Ask CCQs and/or
pictures to clarify the meaning
of the most difficult items, such
as wear make-up, babysitting
for a toddler, running your own
business.
Ask why these are the best
answers. Elicit that a collocation
is a combination of words that
are often used together and
sound natural together. There is
no rule, though.
PRONUNCIATION​: drill
consistently. Focus on
connected speech.
Controlled practice: ​Folder
Vocabulary Extra Unit 6 ex. 6.
Adapt this task. Change these
sentences so that they all
contain a mistake in the use of
the collocation. Add more items
so that you include all the
collocations.
+ WB p. 41 ex. 1A.
Have students work on the task
individually, then they compare
answers in pairs, and finally you
check the answers with the
whole group.
Freer practice:​ Draw columns
on the board with different age
Show Ss example sentences,
and ask Ss to explain the
meaning based on the context.
Elicit a couple of examples from
the Ss and drill them
consistently.
Initial reading task (gist):
SB p. 74 ex. 2A
Design a handout for Ss to tick
activities. You don’t need to list
all the 12 activities. 6-8 will do.
Have students work on the task
individually, then they compare
answers in pairs, and finally you
check the answers with the
whole group.
Second task (detail):
SB p. 74 ex. 2B
Design a handout for Ss to write
their answers on. E.g.
Speaker 1
Problem:
DJ’s opinion:
Have students work on the task
individually, then they compare
answers in pairs, and finally you
check the answers with the
whole group.
Follow-up: ​Role-play. Do sth
similar to the radio program.
One S is the caller, and the
other is the DJ. List some
possible problems for the caller
to use.
pairs, and then collect feedback.
Don’t allow Ss more than 5 min,
because the focus here is to
clarify meaning, and not to
practice.
FORM​: Elicit the part of speech
of each word / phrase.
PRONUNCIATION​: drill
consistently. Focus on words
stress in the case of words, and
on connected speech in the case
of phrases.
Controlled practice: ​WB p. 37
ex. 1A + Folder Vocabulary Extra
Unit 6 ex. 1
Have students work on the task
individually, then they compare
answers in pairs, and finally you
check the answers with the
whole group.
Freer practice:​ Questions for
discussion:
Do you agree that you can never
be too old to start something
new?
What is the best age to do
things like get married and start
a career?
Is your society ageist?
What is the best age to be and
why?
Do you look your age?
Do you like being the age at
which you now are?
Have students work in pairs in
stations. One question per
station. Ss change stations to
ranges as categories. Hand out Have students work in pairs and discuss all the questions. Then,
pieces of paper with the do the activity as suggested. take feedback from the whole
collocations for Ss to go to the Switch roles. Then, take group.
board and categorize them feedback from the whole group.
according to the age each You may use the onion ring
activity is appropriate. Pair Ss up format.
and get them to discuss
whether they agree with the
organization of activities on the
board. Provide some prompts.
E.g.
Children shouldn’t… until
they’re at least…
I wasn’t allowed to… until I
was…
People shouldn’t let children
under the age of… have/do…
It’s Ok for a teenager to… but
their parents need to…

Have students work in pairs and

do the activity as suggested.
Then, take feedback from the
whole group. As a group, decide
which were the most
controversial activities.