Perdi Brown Perdi Brown

Listening and discussing films and books
Intermediate level


The lesson starts with a discussion about what books or tv shows the students like. They are then shown 4 pictures and they have to predict what they are about. They can work in pairs to discuss this. Then they listen to a text of 4 people talking about the pictures. Students need to listen to get the gist of the text and see if their predictions were correct. Peer check to discuss then feedback to get answers. Students discuss ex. 2 in pairs. Students complete ex. 3 in pairs to see if they can remember the text. They have to match up with the sentences. They can then listen to the text again and peer check to see if they are correct before feedback. Students work alone to prepare for the speaking task. Students get into groups of 3 to discuss their ideas followed by feedback.


Abc Pictures

Main Aims

  • To allow students to practise speaking fluently in the context of describing, recommending and evaluating films, books and tv shows

Subsidiary Aims

  • To allow students to listen for gist and detail. To review and provide clarification and practice of functional phrases to describe books, films and tv shows. To allow students freer practice in lexical phrases for evaluation and recommendation


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

Ask students who likes reading books and who likes watching tv shows. Tell them what type of books I like. E.g. crime books by Agatha Christie. Discuss in pairs what types of books or tv shows they like. E.g. crime, comedy, sci-fi then feedback Then put the pictures on the board and ask students to discuss in pairs what they think the pictures are about.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Where your ideas about the books and tv shows correct? Did the people like what they read or watched? Why? Why not? Now listen to the track to answer the questions. Peer check for confidence Feedback to see how they answered the 2 questions. Peer check to discuss whether they would like to read the books and watch the tv shows. Feedback from a couple of people for their thoughts. Encourage them to give reasons.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

From memory try and match the words at the top to the sentences. Look at the first example after handing out the papers. Tell students to work in pairs to complete the task. Play 1.6 for students to check their answers. Feedback from students with answers. Look at the sentences again and say which you can use to talk about a book, a tv show or both

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

You are going to describe a book or TV show. Choose something you've read or seen and have strong feelings about. It doesn't have to be good feelings. Think about what language you have learnt today and use it to make notes on your book or TV show. Ask for any help with language if necessary. In groups of 3-4 tell the rest of your group about the book or TV show you have chosen. Other students can ask questions if necessary. Swap over until everyone has spoken, then decide which you would most like to read or watch. As a class make a list of recommended reading and viewing

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

During the speaking task make notes on errors from different students and also positive points. Go through any errors on the board and elicit answers from students. Model and drill any pronunciation errors and stress errors.

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