Salma M Ahmad Salma M Ahmad

making suggestions
Pre-Intermediate level


in this lesson, the students will have a listening lesson about making suggestions. They will have to listen for gist and listening for detailed comprehension and at the end, they will have a freer practice using the suggestions that they learned.


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Main Aims

  • To provide gist and detailed listening practice using a text about making plans in the context of a discussion between two friends.

Subsidiary Aims

  • To provide fluency speaking practice in a converstaion in the context of making plans


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

1. I'll start the lesson by telling the students that: tomorrow is the last day of CELTA and we've been planning to go out but we still can't find a nice place, can you suggest us nice places in Istanbul? 2. They will work in pairs and tell me their suggestions (They will only tell me the names of restaurants and places in Istanbul)

Pre-Reading/Listening (3-4 minutes) • To prepare students for the text and make it accessible

I will show the students a picture of two people at work talking, I will try to elicit the topic by asking them: where are they? (At work) what do you think they're doing? (they are talking)

While-Listening (listening for gist) (4-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I will tell the students that they're going o listen to a conversation between two people at work (Chris and Stan) they will try to see if they have listened to the same ideas we have on the board.

While-Listening (listening for detailed comprehension) (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

1. before having this task I will have 3 faces on one side of the board, one is happy for positive suggestions one is sad for negative suggestions and one with no emotions which will represent "I guess". 2. on the other side I will stick the sentences, the red ones are negative and the blue ones are positive. 3. I will then ask the students to listen to what they're saying and write down what Chris is suggesting and I will do the first sentence with them. 4. we will do the same thing with what Stan answers to these suggestions and I will do the first sentence with them. 5. after they do everything I will ask the students to check their friends and see if they have the same sentences and together we will stick the positive suggestions under the happy face and the negative answers under the sad face. and I will tell them that I guess is said when were not 100% sure of something so I will stick it under the face with no emotions.

while listening/ find when they say "I guess" (5-6 minutes) • To provide students with more challenging detailed listening

I will give the students a sheet of paper with two conversations on them and ask them to write I guess in the blanks when they hear it.

Post-Listening (10-11 minutes) • to prepare the students to respond to the text and expand on what they've learned

I will ask the students what they will be doing during the weekday and the weekend, for example, I'll watch tv on Monday, I'll go out with my friends on Tuesday and we will have at least six activities on the board. I will give the students timetables and ask them to fill every day and create the busiest timetables. They will have to do different things every day and even during the weekend (they will choose from the board or add their own activities) but they will only have one day empty.

Free practice (10-11 minutes) • To provide with an opportunity to respond to the listening task and expand on what they've learned

I will tell the students that they will have to work in groups and suggest a detailed plan with (time, place) but that plan has to fit everyone's timetable. They will use the sentences on the board to make the suggestions and answer them. if they can't find a day that fits everyone in the class then they will have to tell the class that they will cancel their own plan to go out with everyone in the class saying (I guess I will go out with you)

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