tina tina

persuading, collocations
B2 level


In this lesson, students will learn about the language which is used to persuade people through listening activities about age. The class will start with a PW conversation. Then students have to do SB activity to learn about collocations related to age. This is followed by listening to conversations between a radio DJ and members of the public in a phone-in programme, and Ss have to do some gist/detailes listening activities based on that. Then students will practice the language of persuading people with correct intonation in a speaking activity.


Abc SB
Abc face-to-face
Abc PPslides

Main Aims

  • For students to understand the target language of persuasion and practice speaking for fluency.

Subsidiary Aims

  • For students to practice listening for gist/detailed information in the context of persuading people.


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

_In a GW, Ss will make a list of the things that they wanted to do/ have as a teenager, but their parents didn't let them. _ T monitors and gives FB.

Pre-teaching (8-10 minutes) • To clarify the meaning of collocation and set the context.

_T elicits the correct collections with some examples of incorrect ones. --> can I say powerful coffee? (No, strong coffee) can I say high tree? (No, tall tree) Can I say large mistake? (big/huge mistake) _T explained the meaning of collocations. _Ss then will engage in an activity from the SB to find the correct collocation. _T shows a picture from the activity and put the Ss in Pw to talk about them. _T monitored and gives FB.

Listening for gist (4-5 minutes) • To let students hear the general information presented to them in the recording, in order to prepare them for the target language.

_T explains the meaning if phone-in with the help of pictures. _T gives direction for students to what to do in the listening task and asks ICQs. _Ss listen and answer the questions. _T shows the AK.

Listening for details (8-10 minutes) • To let students listen to the recording in a way that allow them to have a total comprehension of what they hear.

_T gives direction for the task and ask ICQs.--> How many parents did you hear in the audio? Are you going to write about their problems? What about the DJ? _Ss listen to the audio one more time and make a list of problems and solutions they hear. _T gets FB from the Ss _T provides the AK. _T puts students in PW to talk about if they agree with the DJ or not? _T monitored and gives FB.

Post-Listening (8-10 minutes) • To concept check the meaning of persuading and focus on the pronunciation and stress.

_T shows activity from the book and asks Ss to match the examples together. _T elicits the meaning and pronunciation of persuading. _Ss do a filling gap activity. _T gets FB from the Ss. _Ss will listen to some parts of the listening, and T drills the sentences.

Free Practice (8-10 minutes) • For students to improve their speaking, using the phrases within the context of the lesson.

_T sets up a role play, students A will be a parent with a problematic child, and student B will be a radio DJ giving advice and persuading parents to do what (s)he says. _T puts the Ss in pairs _Ss engage in conversations. _T monitored. _T gives FB to the whole class and writes their mistakes on the board. _T praises the Ss.

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