Rovshan Rovshan

Rovshan Abdullayev TP1


In this lesson students will describe books or TV shows through listening and functional phrases.


Abc Hand out
Abc Slide-9
Abc Slide-8
Abc Slide-7
Abc Slide-6
Abc Slide-5
Abc Slide-4
Abc Slide-3
Abc Slide-2
Abc Slide-1
Abc Listening track 05.05

Main Aims

  • To provide fluency-speaking practice in a Conversation debate in the context of books and TV shows

Subsidiary Aims

  • To provide clarification, review and practice of language used for Evaluating and recommending in the context of describing books and TV shows


Warmer/Lead-in/ Pre-Listening (4-5 minutes) • To set lesson context and engage students

T uses TP POWER POINT material and shows first slide through projector. T shows the picture and asks "What are they?" "Are they books or TV shows?" T elicits some answers. T tells Ss "Look at these pictures and discuss .In pairs discuss what are about?"

Listening for main idea (5-6 minutes) • To provide Ss to listen for gist and check their answers

T tells students "Now we are going to listen to four people talking about these books and TV shows. Listen and check your answers." T shows first and second picture of the second slide. T introduces the questions and gives the HANDOUT-1 to students. Ss listen to the task and answer the questions. Feedback: check in pairs T elicits the answers by WCFB

Exposure (6-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

Before the practice task and listening for detailed , T clarifies the meaning and asks Concept Check Questions (CCQs) to check the form of functional phrases that students might not understand, .

Listening for details (5-6 minutes) • To review or clarify the functional phrases through the listening.

T gives Hand out Ss work in pairs and complete the sentences with the functional phrases. Ss listen to the recording and check their answers. Feedback: First Ss check in pair. second T gets one student to come on the board and write the answers. Ss compare their answers. T checks and gives the feedback

Useful Language (5-7 minutes) • To highlight and clarify useful language for coming productive tasks

T shows the highlighted expressions and tells Ss to work in a group and decide which functional phrase they can use for "TV shows" "books" "both". Feedback: Check in pairs then T elicits the answer.

Productive Task(s) (8-10 minutes) • To provide an opportunity to practice target productive skills

T puts Ss in group 3 or 4. T asks Ss to work in group and tell each other a book or a TV show. Ss work in group and describe each other a book or a Tv show. Before activity T gives example and encourage them to use functional phrases. (They will have been shown on the board) T monitors discreetly T intervenes if they need help T takes notes of errors. Feedback: T takes some general feedback on what they talked about

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

T writes the sentences on board then elicit the correct form of mistakes from Ss

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