Sahar Sahar

Agreeing and disagreeing
Upper Intermediate level


In this speaking session Ss learn how to give their opinions about other people's appearance through a listening and reading context. They notice to some useful language and try to use to them for their own practices.


Main Aims

  • To provide fluency and accuracy speaking practices in conversations in the context of clothes and appearance.

Subsidiary Aims

  • To provide review and practice of language used for giving opinion in the context of clothes and appearance


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

a) T greets the class and asks how they feel. b) T asks the students: 'Do you usually wear formal or informal clothes? Which one do you prefer?' 'Do you prefer bright or dark color clothes? Why?

Exposure (3-5 minutes) • To provide a model of production expected in coming tasks through listening

T asks the students if they remember the previous listening text in which two fashion journalists discussed 'dressing age'. T elicits some answers from the class. T asks the class to listen to the interview with Liz and write down what does she think about old women wearing younger clothes. Students listen and check their answers with their partner. T provides the answer key.

Useful Language (4-5 minutes) • To highlight and clarify useful language for coming productive tasks

T asks students to read the text of the conversation with Adrian and underline examples of the words/expressions for giving opinion. T writes one example on the board. e.g. "Personally I think..." ICQ: Are you going to read and answer some questions or underline examples of opinion words? Ss read the text and check their answers with their partners. T provides the answer key.

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

T gives a handout to the students that has pictures of the people wearing strange clothes or appearing unusual for their ages. T elicits/prompts some useful vocabulary from the pictures: streaked hair, a piercing, torn denim jeans, etc. T models the activity in exercise 1 for the students and tells them to work in pairs and do exercise 1 with a partner. T elicits from the class in what situations it is NOT OK to wear certain clothes. (e.g. jeans) Ss do exercise 3 with a partner. T asks the Ss to work with a partner and say if they agree or disagree with the statements in exercise 3. Ss talk and the T monitors the activities to provide assistance to the students.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

T praises the Ss for the examples of good language they used and writes them on the board. T also write some example of possible mistakes students made during the activities and elicits from the class the correct form of the language.

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