Çiğdem Ünlü Çiğdem Ünlü

TP7 (Almost there :) )
Intermediate level


In this lesson, students will talk about dangerous things while driving by using superlative and comparative forms. First as a lead-in, Ss will talk about driving. Then they will look at the things people do while driving a car and tell which one they think is the most dangerous one. In the listening part, they will listen to a safety expert and learn which action is the most and the least dangerous. In the productive stage of the lesson, they will do speaking. They will give their ideas on some statements about driving.


Wxum4d1astmk4zlx07sj ho1 HO1
T9e4dkzotc2vnvxwmcmi ho2 HO2
Aihrtqhtsdcicprfqwdh ho3 HO3

Main Aims

  • To provide specific information listening practice using a text about the most dangerous things in the context of driving a car
  • To provide detailed listening practice using a text about the most and the least dangerous things in the context of while driving a car

Subsidiary Aims

  • To provide fluency speaking practice in a debate in the context of driving


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

- Is driving dangerous in İstanbul? Why? (Elicit some answers) - Show Ss two pictures. - What are the drivers doing? (Elicit the answers, the man= driving, eating, checking sat-nav. The woman= driving, texting and putting on lipstick)

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

- Ss in pairs. - Tell them to look at the statements on HO1. - Ask if they/ someone they know do one of these things? (e.g. a friend or father or a neighbor) - With their partner, they will choose the most top 3 dangerous things while driving. They will write 1 for the most dangerous and then 2, 3. Give them (2 mins to decide) - Elicit their answers. (Just in case activity will be projected on WB if Ss has difficulty on understanding the meaning on some words)

While-Listening #1 (10-12 minutes) • To provide students with less challenging specific information listening task

- Ss will check their answers for the most dangerous thing. - Ss will listen to the first one minute of the listening and check if they have number 1 correct. - Ss will listen to the rest of the listening and number the statements. - 1 for the most important and 7 for the least important. - Ss Peer check. - Hand them the answer key.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

- Ss in pairs, - They will take notes about the actions. Why are they dangerous? - Tell them not to panic, we can listen twice. They can share the statements with their partners. - Play the audio. - Ask Ss if they want to hear again. If they say 'yes' Play the audio twice, this time pausing after each reason. - Elicit the reasons.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- Give Ss the handouts with statements. - Ss will tick the idea they agree with and put a cross to the one they disagree. - (Tick= agree, x = disagree) They should think about the reasons too. Give them 3 mins. - Ss in groups of 3 or 4. - Form 2 groups and show them the useful language box. They will share their ideas with their group and give their reasons. - End the lesson, thank the Ss :)

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