Ghada Khaled Ghada Khaled



Main Aims

  • To provide fluency speaking practice in a conversation in the context of things you can't live without

Subsidiary Aims

  • To provide specific information listening practice using a text about listening in the context of things you can't live without


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

1) Hold the cassette tape up to the students and tell them that "this tape has an important value for me as it includes my grandma's voice while recording for my mum asking her to take good care of me". 2) Ask them to think and tell their partners about something of important value or something that they can't live without.

Exposure (15 minutes) • To provide a model of production expected in coming tasks through listening

1) Pre-teach the word "sentimental" by asking about the cassette tape importance for me and elicit the word "emotional"; then provide a simple definition by telling them that it is related to your emotions. Drill the word sentimental and highlight the stress on the board. Then ask "why does it have a sentimental value for me?", and elicit "remind someone of somebody"; write "remind .... of ....." on the board a highlight the preposition "of" 2) Display a picture for ornament Christmas balls and elicit the word "ornament" by asking why do we use these balls? to decorate the Christmas tree. Drill "ornament" and highlight the stress on the board. 3) Hold HO #1 up and show them a three column table; then give instructions: * Listen to 6 people describing important things for them. * Write the object, the description and why it is important. 4) Check the instructions: * How many people are you listening? 6 * How many columns should you complete? 3 * What are you writing? object, description and reason. 5) Demonstrate the first recording with them and make sure they all get the answer. 6) Play each track separately to give them time to take notes after each recording. 7) Monitor while they are listening to make sure they are on task. 8) Ask them to check their answers in pairs. 9) Provide an answer key HO #2

Useful Language (10 minutes) • To highlight and clarify useful language for coming productive tasks

1) Ask the students to make a list for 3 objects which are important to them. 2) Hold HO #3 up and ask them to think about these points. 3) Monitor and make sure they are on task. 4) Hold HO #4 and elicit the phrases in the language analysis by asking them "how can you introduce your object? how can you describe its material?" provide some examples for the use of the phrases. 5) Ask them to make notes using these phrases about the objects they have chosen

Speaking Task (15 minutes) • To provide an opportunity to practice fluency speaking

1) Make sure to stand in a central position and have the students' attention. 2) Give instructions: * Tell your partner about your 3 important objects. * Make sure to describe your object. * Tell your partner why it is important. 3) Check the instructions: * How many objects are you talking about? 3 * What are you telling about your objects? description and reasons of importance. 4) Demonstrate with one of the students and talk about one object; ask open pairs to demonstrate and make sure they are using the useful language. 5) Monitor while they are speaking and jot their mistakes to give feedback later.

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

1) Give feedback on content by nominating students to tell about one of their partners' objects. 2) Give feedback on language by writing on the board some wrong sentences that were noticed during the speaking activity; ask them to find the mistake and correct it.

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