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Brand Talk
Pre-intermediate level


In this lesson, students will talk about their favourite brands. They will look at ways for describing these brands giving reasons why they love them and information with relative clauses. The lesson starts with a discussion about brands and logos that will be followed by a listening passage around people speaking about their favourite brands and the students will experiment jigsaw listening. The lesson finishes with planning and presenting about a new product.


Abc Living English- student's material
Abc role cards

Main Aims

  • By the end of the lesson, students will be better able to understand three listening passages in the context of brands and products.

Subsidiary Aims

  • Practicing giving information using relative clauses with who, which, when where.


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

1. Show the SS different logos of famous brands and ask them what brands or companies are they. 2. In groups, SS draw different logos and challenge another group to guess what the brand/ company is. 3. T ask for feedback from different SS on why did they choose the logos they drew.

Pre-Listening (10-12 minutes) • To prepare students for the text and make it accessible

1. SS are exposed to different vocabulary items. 2. Through a matching activity, SS find the definitions of the new adjectives: in groups they match every word with its definition. 3.T shows different famous brands, SS use the new adjectives to describe some of these brands and answer the following question: who likes these brands?

While-Listening #1 (10-12 minutes) • To provide students with a gist listening task

1. To set the context, T shows the pictures of three people and tells SS that they are going to talk about their favourite brand but they are not going to mention the name of the brands. 2. Students listen to the three people and say which brand each is discussing. 3. Students check in pairs before they see the correct answer on the board.

While-listening #2 (14-16 minutes) • To provide students with a more challenging detailed listening task

1. As the listening contains 3 speakers, the class is devided into 3 groups. Each group is going to focus on one speaker in order to answer the corresponding questions. 2. T plays the reccording. SS answer the questions. 3. SS mingle into new groups in order to help each other answering all the questions. 4. T flashes out the answers on the board in order for the SS to check their answers.

Post Listening #2 : the final task (8-10 minutes) • To provide SS with an opportunity to personalise the topic to the listening and expand on what they've learned

1. Show SS the sentences in the Language Focus and tell them thay they are taken from the listening passage. 2. SS fill in the gaps with the relative pronouns: who and which: the first sentence is done as OC and then SS finish the task individually. 3. SS check in pairs then T flashes out the answers on the board. 4. SS complete another task introducing where and when: the first sentence is done as OC and then SS finish the task individually. 5. SS check in pairs then T gets feedback.

Post-Listening #2 (15-20 minutes) • To personalise the topic and to give room for students for a free practice

Task: SS plan and present about a new product. 1. T goes through the scenario with the students. The scenario consists in a Sales Manager in a company who needs to present his/her product to a bank for funding. This company has three products and so the class will be devided into three groups in order to plan and present each product. 2. Students plan together and if possible rehearse the presentation as a group as well. 3. T regroups the SS into groups of 3 (each S with a different product to present) 4. Groups discuss which product is most appealing to investors. 5. T gets feedback from differentgroups on which product did their choose and why.

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