Heiko Sell Heiko Sell

Years 11-12 (CEF A1-A2) level


This is a lesson with a focus on listening and speaking in the context of childrens' "favourite things".


Abc CD1 Track 27
Abc What's it like?
Abc Sheriff's star

Main Aims

  • To provide fluency speaking practice in a discussion in the context of favourite "things".

Subsidiary Aims

  • To provide practice and clarification of adjectives in the context of favourite "things".
  • To provide gist and specific information listening practice using a broadcast about reader's letters in the context of favourite "things".


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

Review the concept of the 'language sheriff" that has previously been introduced to ensure all newcomers get the idea and all others are reminded on his/her tasks and the purpose of the function. -> Use of realia, miming and drawing to explain and check the concept. Present the topic for the lesson and the following unit without setting pressure on them by an outline of demanding and stressful tasks on a weekend.

Pre-Listening (3-5 minutes) • To prepare students for the listening and make it accessible for them

Ask students if they still remember my favourite activites and interests and collect them on the board. Students draw their favourite activity on a sheet of paper and label it with a matching description. Ask students to think which "things" might come up in the following listening exercise and encircle them on the board.

While-Listening #1 (3-5 minutes) • To provide students with less challenging gist listening tasks

Play the recording once and asks students which "things" they could hear/understand from the broadcast. Collect students' ideas by encircling them in a different colour on the board. Compare their expectations with the results.

While-Listening #2 (3-5 minutes) • To provide students with more challenging detailed listening tasks

Students underline or highlight all features or qualities (=adjectives) of the mentioned "things" on their worksheets while the recording plays. This is to ensure a certain pace for this grammar-preparing task. The function of adjectives will ot be delved into, rather this is to give them some input for the upcoming task. Check answers in the group, then play the recording for a third time if needed to ensure a common understanding.

Post-Listening (4-6 minutes) • To provide with an opportunity to respond to the recording and expand on what they've learned

Election on which topic will be focused on. One vote per student. A team of students will collect the votes and evaluate the topic. If two topics should be dead even or close, a run-off will select the final topic.

Productive follow-up (8-12 minutes) • To provide freer speaking practice on a self-chosen topic.

Students work in groups and create their favourite toy, movie, TV show, city or computer game. The students create a poster containing the following items (if applicable): name, location, size, form, colour, people, etc. Elicit needs/features from the students. Posters should not contain complete sentences rather than features and pictures. This is to ensure that more advanced students can keep on working while not putting too much pressure on the less advanced students. The 'language sheriff' will have to ensure that Turkish is not used in groups. Presentation of their ideas in class and include error correction if needed.

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