Abdelrahman Abdelrahman

Things you cannot live without
Intermediate level


In this lesson, the Ls will practice fluency speaking, they will listen to people talking about something they would hate to be without, then each student will make a list of three important objects to him. This is followed by pair speaking activity where Ls talk about and describe their objects with partners and answer questions.


Abc Picture
Abc Handout

Main Aims

  • To provide fluency speaking practice in the context of describing things they couldn't live without

Subsidiary Aims

  • To provide detailed listening practice in the context of describing things they'd hate to be without


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T shows a picture of a man with some objects around him and asks the following questions: What do you see in the pictures? What are these things? Are these things important to this man? Why?

Pre-teaching vocabulary (5-6 minutes) • To provide the Ls with the blocking vocabulary that would prevent them from understanding the listening task

- T uses PPT to present the words - T elicits meaning and words - T asks CCQ to check understanding of the meaning - Modeling/Drilling - T shows words and highlight form and pronunciation.

Exposure (8-10 minutes) • To provide a model of production expected in the coming tasks through listening

T sets the context of the listening task by saying " You will listen to six people talking about things they would hate to be without. - T gives instructions " listen and complete the table" - T demos the first one with Ls. - SS check their answer in groups. - Answer key is provided.

Useful Language (8-9 minutes) • To highlight and clarify useful language for coming productive tasks

First, Ls make a list of three objects that are important to them. T elicits some phrases from Ls by giving examples and ask students to think of other phrases to express the same idea. - After that, Ls are asked to think about how to describe their objects using the topics in 2 and the useful language given to them, some examples are provided. - Ls are given 5-7 mins to prepare themselves for the next speaking activity.

Productive Task (10-13 minutes) • To provide an opportunity to practice the target productive skills

T asks students to work in pairs where everyone talks about his important objects and answer any questions asked by his peer. - Ls are divided into groups (using Zoom breakout rooms). - T monitors by going from one room to another to ensure the students are working properly on the task. - T provides help to Ls when needed. - T takes notes for the language feedback.

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

In this stage,T monitors while Ls are speaking and record the common errors and mistakes made by the Ls. T will underline the language mistakes made by the Ls and ask them to correct the mistakes. T also conducts content feedback concerning: - Which was the most unusual object chosen by your group? - Which were the most common objects chosen?

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