Mohamed Mohamed

Talking about likes and dislikes
Intermediate level


In this lesson, the students will practice listening within the context of 'I'm not crazy about it'. The lesson will start by a lead-in in which Ss work in groups to write about their likes and dislikes. Ss will then listen to three dialogues between tourists in London and answer some questions about the functional language used to talk and ask about likes and dislikes through different activities. The lesson will end with a personalized speaking activity that aims to help the students practice the functional language learned.


Abc Post-Listening: DEC
Abc Post-Listening: Delayed Error Correction
Abc Post-Listening: A semi-Controlled Practice
Abc Free Speaking Practice
Abc Listening 2: 2.9
Abc Listening 1: 2.9
Abc Ex. 1. Explore London recommends...
Abc HO: Put these words and phrases in their right order
Abc Think about things you like and things you do not like HO

Main Aims

  • To provide listening practice using a text about Explore London in the context of I'm not crazy about it

Subsidiary Aims

  • To provide fluency speaking practice in a Conversation in the context of I'm not crazy about it


Pre-Listening: Lead-in (5-7 minutes) • to generate interest in the topic of the lesson

Teacher: T. will use the HO titled 'Think about the things you like and the things you do not like' and will ask Ss to work in groups to complete it by writing about the common likes and dislikes of each group members. Finally, T. gets feedback from Ss. Students: Ss will work in groups to find out about their common likes and dislikes in relation to the three areas and write them down. They then give FB to the teacher.

Pre-Listening: Pre-teaching Vocabulary (5-7 minutes) • To unblock key lexis to help Ss understand the listening

Based on the lead-in (and the previous activity if it is not skipped), T. will elicit words/phrases of lies and dislikes (See HO), clarify MPF where appropriate and give them the HO, and provide final FB. Students: Ss will work individually on the HOs and check their answers in pairs before they get final FB from T.

Pre-listening: Prediction Task (3-3 minutes) • To encourage Ss to predict what the listening will be about

Teacher: T. asks Ss to look at the activities in Ex. 1 and the picture in Listening 1 and discuss with their partners what the listening will be about. T. gets FB from Ss at the end. Students: Ss look at the pictures and work in pairs to make predictions.

While-Listening: Listening for gist (5-5 minutes) • To encourage Ss to listen for general understanding.

Teacher: T. provides Ss with the listening instructions and plays the audio file. Students work alone to circle the three activities, do peer check before the teacher provides final FB. Students: Ss listen to the audio, identify the three activities and finally do peer check.

While-listening: Listen for specific information (5-5 minutes) • To practice scanning for specific information

Teacher: T. tells Ss that they are going to listen again and complete the phrases with words from the box. T. asks Ss to do peer check before he finally asks different Ss to provide FB. Students: Ss listen to the audio file, complete the activity alone, discuss answers with their partners before final FB by T.

Post-Listening: A semi-controlled Practice (5-5 minutes) • To provide Ss with a chance to practice the target language in a semi-controlled manner

Teacher: T. asks the Ss to work on the Functional language activity that helps them talk about their likes and dislikes and then gets FB from Ss about their answers. Students: Ss work alone on the semi-controlled activity by writing personalized answers before they provide T. with FB about their answers.

Post-Listening: Speaking Fluency Practice (10-10 minutes) • To help students use the TL more freely

Teacher: T. asks Ss to work work on the HO to ask each other about their likes and dislikes. This is going to be a mingling activity where Ss keep on asking each other about their likes and dislikes. T. Highlights using questions like: What do you think of ......? Do you like......? T. monitors and takes notes for the DEC. Students: Ss speak with each other about their likes and dislikes. Then report interesting information to the class at the end.

Delayed Error Correction (3-3 minutes) • To provide delayed error correction FB for the learners

Based on the comments T. has taken during the last free activity, T. now provides Ss with FB on the most prominent mistakes.

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