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Module 8: Things you can't live without; Speaking
Intermediate level


In this lesson, students will learn how to speak about things they can't live without using proper language structures and useful expressions. First, students are introduced to listen to people talking about their experiences. Then, they will plan and practice speaking about the topic in pairs and in groups. Students are moving from controlled-practice tasks towards less controlled ones.


Abc Table Completion, Checklist, useful language

Main Aims

  • To provide accuracy and fluency speaking practice in a short talk, conversation in the context of Things you can't live without

Subsidiary Aims

  • To provide specific information listening practice using a text about Things we can't live without in the context of personal belongings


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

1- On the board, students are given pens to write things they hate to live without, in a spider diagram. Ex. Sony Camera (daddy's gift) 2- In the group, students ask each other about items noted by their peers. Ex. When did he give it to you? Was it expensive? 3- Teacher gives a short feedback on the task.

Exposure (11-11 minutes) • To provide a model of production expected in coming tasks through listening

1- Pre-teach difficult vocabulary:- sentimental value ornament (be out and about) Block out 2- On handouts, students fill in the table while listening (one-time listening) 3- Students check in pairs 4- Teacher gives answer key. Students may listen and compare answers if the task found difficult.

Useful Language (8-8 minutes) • To highlight and clarify useful language for coming productive tasks

1- Teacher gives handouts on "Useful phrases" to prepare for the following speaking task. And they are given a minute to discuss how to use them in pairs. 2- Teacher elicits some examples of produced language. Correct possible structure mistake. 3- In handouts, students take notes on 3 items they are going to speak about.

Productive Task(s) (18-18 minutes) • To provide an opportunity to practice target productive skills

1- Students take turns in speaking out about the 3 items they prepared to describe. (in pairs) 2- Listeners tick on a given checklist what speakers mention. Feedback is given only after the speaker finishes with the talk. Teacher demonstrates this task beforehand. 3- The teacher puts them in different pairs for more practice.

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

The teacher praises and corrects errors related to the speaking tasks.

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