Sibel Kederli Sibel Kederli

TP7- Choose souvenirs from your country
A1 level


In this lesson, Ss study on a speaking task about choosing souvenirs from their country. The lesson starts with discussion on different kinds of souvenirs from different countries. This is followed by a preparation listening that Ss listen to people from different countries giving their opinion on souvenirs to buy for the Taylor family. After this, Ss first work individually to think of a souvenir from their country. Finally, Ss work in pairs to decide on the best souvenir and share their ideas with the other students in class.


No materials added to this plan yet.

Main Aims

  • To provide speaking fluency to ask for and give ideas in the context of choosing souvenirs.

Subsidiary Aims

  • To provide listening for specific information in the context of choosing souvenirs.


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

T shows some souvenirs she has brought; a mug, a keyholder, a magnet and elicits the word souvenir. T asks Ss about the souvenirs in photos. Ss work in pairs to talk about the souvenirs and tell what they are and which countries they come from. Ss then talk about the souvenir that they last bought and who it was for.

Exposure (5-7 minutes) • To provide a model of production expected in coming tasks through listening

Ss read the short text quickly to answer questions. T check answers as a class. Ss listen for the souvenirs that the guests will take with them. Ss check in pairs and then as a class.

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

T asks Ss focus on the Useful language box and give them a minute to read the phrases. Ss listen to the recording again and tick the phrases they hear. T checks the answers as a class.

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

T gives Ss a few minutes to think of souvenirs to give to different people from the Taylor family. T circulates and offers help and advice as necessary. Ss then work in pairs to compare their ideas and decide on the best souvenirs. Ss work in small groups to report what they and their partners talked about.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

T monitors Ss when they are working on the task andnotes the mistakes they have. T shares the notes at the end of the production stage and makes Ss correct their mistakes

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