Tatsiana Tatsiana

What do you think? Q&A
Pre-intermediate level


In this lesson, students will practise listening for specific information and detail in the context of Q&A TV programme. Students will revise functional language for agreeing, disagreeing and asking for opinions. The follow-up activity is a speaking task related to asking questions and answering in order to agree or disagree with the statements.


Abc Board
Abc Agree/Disagree Productive follow-up activity
Abc Tasks for listening; Real World language box

Main Aims

  • To provide specific information and detailed listening practice using a text focusing on agreeing or disagreeing in the context of Q&A TV programme

Subsidiary Aims

  • To provide fluency speaking practice in a discussion
  • To provide review of language used for agreeing and disagreeing in the context of Q&A TV programme


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

Have Ss watch a short video to understand the type of programmes the lesson will be about and to learn their opinions about them. What kind of programme is it? Do you like watching such programmes? Ss watch a video. Later they answer the questions as a class.

Pre-Listening (8-8 minutes) • To prepare students for the text and make it accessible

Tell that Ss will have a discussion. But they need to guess the topic of the discussion. Draw 9 dashes on the board and ask to guess the word by suggesting letter. When Ss guess the word, ask them about the meaning. If they don't know the word, clarify its MFP. Ss try to guess the word by saying letters. When they guess the word, they try to tell what it means. After that give the questions from Ex.1 for a discussion. Organise Ss in groups of three. Set the time limit of three minutes. Ss have a discussion in groups. They share their views in the W/C FB.

While-Listening #1 (7-8 minutes) • To provide students with less challenging gist and specific information listening tasks

Ask Ss to look at the picture and read the questions that they will have to answer. Get them listen to the beginning of the TV programme. Encourage them to do a peer-checking. Ss listen to the recording R4.9 and try to get the answers. Later they check them in pairs. Monitor. Check the answers in the W/C FB. Tell Ss that they will listen to the programme and answer the question 'Which people in the picture think that university education should be free? Ss listen to the recording R4.10. Check the answers as the whole class by asking a few Ss and later write the correct answer on the board.

While-Listening #2 (8-9 minutes) • To provide students with more challenging detailed listening tasks

Get Ss read the task for Ex.2 c) Ask ICQs to check their understanding of the task. Ss will listen to the recording R4.10. They identify whether the statements are true or false. If they need they may listen again. In new pairs they will check the answers. In FB give the answer keys. Ask what statements in particular were difficult to identify.

Post-Listening (7-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Tell Ss that they will have to ask his/her partner to give opinion on the statements. Do a demonstration with the whole class. Write a sentence School holidays are too long. Ask any S Do you think school holidays are too long? After getting an answer from him/her, encourage to ask my opinion. Reply to him/her. Later have Ss stand up. Read a sentence ask them to go left if they agree and right if they disagree. Later make them have a conversation using functional language. Repeat the process for three times.

Post-Listening (6-7 minutes) • To review the functional language used in the text for listening

Draw Ss' attention to the Real World language box and ask what kind of language it contains. Do a demonstration of the task. Get Ss sort the language out. Ss do Ex. 3 individually. Later they check it in pairs. For FB ask two Ss to come up to the board and write the answers. Later they will compare if they have the same answers. Write the answers keys on the board. Tell that we often use I'm not sure about that. as the polite way of disagreeing. And elicit how we can agree and disagree with Do you think...? questions (Yes, I do/ No, I don't). Write 3 sentences on the board and elicit which words are stressed. Drill the sentences.

Delayed error correction (3 minutes) • To provide feedback on students' use of language

Put some good language and mistakes on the board. Encourage Ss to correct the mistakes in pairs. Give 1 minute to discuss. Ss correct mistakes in pairs. In FB together with the T they try to check which examples were really incorrect. Thank for their participation.

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