Upper-Intermediate level


Abc Listening Worksheet

Main Aims

  • To provide accuracy and fluency speaking practice in a debate and conversation in the context of "Older and Wiser?"

Subsidiary Aims

  • To provide clarification and review of language used for expressing opinion in the context of "older and wiser?"


Lead-in (3-4 minutes) • To set lesson context and engage students

Ask them "Have you ever changed your style? What was the most interesting change you've made in your style?" Talk in pairs. Nominate a few student to share their answers.

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

Ask them " Do you remember the TV show you listened to ? Liza and Adrian were talking. What was the thing that they were talking about? Show the worksheet and say "Here there are some statements and ideas by Liza and Andrian. Now, read them and try to remember which belongs to Liza and which to Adrian." Peercheck. Post the listening script on the walls and the board. Ask them to stand up and check their answers.

Useful Language (5-8 minutes) • To highlight and clarify useful language for coming productive tasks

Ask them to check the script of TV Show and find which expressions are used to express opinion, agreement or disagreement. By asking them, write the expressions on the board. If there are any not mentioned, ask them and write them, too. Explain how and where they are used. Expressions to be clarified here are "I agree, I disagree, I don't agree, I think, I don't think, You should/shouldn't, It's better to, In my opinion, I approve/don't approve, definitely, absolutely"

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Make them 4 groups. Ask them to discuss in groups for the first task 2 minutes. Show them how to ask a question and how to answer. As an example: At what age do you think it is OK for men or women to have pink streaked hair? Nominate a few students to get the answers. In the same groups again, ask them to think about the situations that it is not OK to wear the items listed in the exercise 2.Give them two minutes to discuss in groups Nominate a few students to get the answers. Divide class into 2 groups as A and B. Give them completely different statements on different topics. Inside the groups also divide them into two groups as A1,A2 and B1,B2 and each group will defend the opposite sides of the same statements. E.g: A1 will defend "Fur coats should be banned" but A2 will defend "Fur coats shouldn't be banned". They both will explain it with their reasons. Each group will try to convince the other group. At the end, Both A and B groups will explain which opinions were convincing for them. If there is still time, the topics they have discussed can be changed. Group A can discuss Group B's topics, Group B can discuss Group A's topics. Monitor the students and take notes of their mistakes.

Feedback and Error Correction (5-8 minutes) • To provide feedback on students' production and use of language

Ask them who could change the idea of the other group and what their reasons are. While monitoring the students, if there are any problems encountered or if there are any error the've made while sharing their ideas write them on the board. Ask them to discuss in pairs if they are correct or incorrect and find the errors. Nominate them to share their answers. If they cannot find the errors, underline them and ask them how to correct.

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