Almasa Dizdarevic Almasa Dizdarevic

TP 5: What's your opinion?
Intermediate level


In this lesson, Ss will practice discussion language. They will be exposed to the language through the listening activities. They will have controlled practice of speaking and then they will engage in a group discussion for freer practise of speaking.


Abc HO 1: Photos of music festivals
Abc HO 2: face2face Intermediate, Student's Book, Cambridge
Abc HO3: Cut outs
Abc HO 4: A, B, and C: Fill in the gaps (discussion lang.)
Abc HO 4: D: Fill in the gaps - Answer Key
Abc HO5: Mark the stress
Abc HO 5: Answer Key

Main Aims

  • To provide fluency speaking practice of discussion language in context of real world

Subsidiary Aims

  • To provide clarification of discussion language in the context of real world situations
  • To provide specific information listening practice using a text about festival in the context of village meeting


Lead In (4-5 minutes) • To activate students' schemata and set the contex

T shows pictures (slides or prints) of music festivals and asks CCQs to elicit the words 'Music Festivals'. Do you see many people in the photos? Yes. Are they having fun? Yes. Are they dancing? Yes. Is there music? Yes. Are they indoor or outdoor? Outdoor. Is there a stage? Yes. Where do you think they are? The possible answer is 'at the concert'. Teacher elicits further. What do you call an event where many concerts take place? Music festival. In addition, teacher can show a promo video of one of the music festivals (0:30 seconds) This is an alternative that highly depends on technology available as well as the Ss' mood. If their attention is spinning around, a dynamic video can catch it back. Ss then work in pairs or in groups of three. T asks two questions (course book, p.50, ex 1): 1 Have you ever been to a music festival? If so, where? 2 Which music festivals are famous in your country? They are given 3 minutes to think and speak about the questions. T asks the pairs about their answers.

Eliciting and gist listening (3-6 minutes) • To set the context for the listening and to listen for general understanding

T tells Ss to look at the picture in the book (course book ex 2a, p 50) T asks CCQs: How many people can you see? Five. Are they singing? No. Are they talking? Yes. Does it seem that they are talking about something important? What's on the desk? They are in the office. Do they have a reading club? No. They are in the meeting. What do you think is the meeting about? (about organising a music festival). Ss listen to the first part of the recording (1:04min) and check if they had guessed what the meeting was about. (WCFB) What are they talking about? Music festival. Can you remember where? On Paul Davidson's farm, near the village of Coleford. Ss do not have to give the exact answers but they should be able to say that they talk about organizing a music festival in the village.

Listening for more information (5-8 minutes) • To listen and report who is for and who is against the music festival.

T asks students, Do you think it's hard to organise a festival? Why? Why not? Do they have many meetings before they decide? Probably yes. Would you like to have a festival in your town/city? Yes. Are there any bad sides to it? Possible answers: noise, litter, incidents, etc. Ss listen to the second part of the recording (2:84mins). Who is for and who is against the festival?(Answer: For the festival: Terry Gibson, Paul Davidson/ Against the festival: Sergeant Jim Matthews, Felicity Richards) Students talk in pairs.

Listening for specific information: T/F (3-4 minutes) • To check comprehension

Students read exercise 3b, page 5. T plays the recording again. This time students have to specifically listen for the true or false sentences in the exercise. The third listening exposes them to the discussion language one more time. Whole-class feedback. (Answers: 1T, 2F, 3T, 4F, 5F, 6F)

Speaking and reading: Polite and impolite (3-4 minutes) • To highlight the difference between polite and impolite speaking and to lead into the following acivity

T gives every group one slip of paper with a statement. When T points to the group, Ss should start reading the statements from their papers. Sometimes the groups interrupt each other, sometimes they all speak together at the same time. The aim is to show what effect can an impolite interruption and talking at the same time have on the conversation, e.g. losing the point, being too loud, etc.

Controlled practice: Fill In the Gaps (5-10 minutes) • To give students controlled practice of discussion language

Ss work in pairs. T gives one handout to pair 'A' and another handout to pair 'B'. Both pairs get handouts 'C' with the words they need to write in the gaps. When they finish their pairwork, they group to show others their handouts and check the answers. They use the Answer Key (HO 4: D)

Stress: Listening and speaking (3-5 minutes) • To have Ss recognise the stressed words and polite intonation

Teacher writes the sentence on the WB and models the sentence stress: You had something you wanted to say. T drills the sentence. Pairwork: T gives Ss HO5 with the sentences from ex. 4a, p.50. They read (aloud) and mark the sentence stress. Then they listen and check (1:31mins). Then the T gives them HO5: Answer Key to check if they did it right. If necessary, they listen again.

Speaking: Pros and COns (10-12 minutes) • To have students agree or disagree with the statements.

Students work in groups of four. Within the groups, Ss have a discussion. Two students need to give as many reasons why they agree with the statement. The other two students are offering as many reasons why they disagree with the statement. T writes the statements on the WB.

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