Eman Eman

Eman Ismail 10 Aug 2021. Things you can't live without.
Intermediate level


In this lesson, students will practice their speaking skill in the context of things they can't live without. They will learn new phrases to help them in introducing and describing objects and saying why they are important.


Abc PowerPoint
Abc WB
Abc Cutting Edge _ intermediate

Main Aims

  • To provide fluency speaking discussions in the context of things you can't live without.

Subsidiary Aims

  • To provide listening practice for specific information using a text about about the task ( make a list of things you'd hate to be without) in the context of things you can't


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

1- Greet my students and introduce myself to the class. 2- I will show them a picture of (phone- laptop- AC) and start asking them : a) What can you see? b) How do you feel if you lose them all? c) Think individually about how would be your life without these objects? Discuss in pairs. 3- I will ask one student to tell me about her partner.

Exposure ( listening) (5-8 minutes) • To introduce students to some new, challenging vocabulary that will help them in understanding the listening task.

1- (have) sentimental value: (context) I can't live without my watch; it is from my best friend, who is now far away. It is not expensive, but it has sentimental value. Drill the word, then show it on the PowerPoint. Ask some CCQs: a- is it from a special person or any person? b- Can I live without it? c- Is sentimental means emotional? 2- Ornament: (picture) display a picture of Christmas and start to ask students about the little balls hanging from the tree. Then, what do we call it (ornaments)?. I can ask some CCQs: a- Do we use it in painting or decorating. 3- (remind you of something): (context) this ring is from papa every time I looked at it, I remember him. So this ring ............ me of him. After that, ask students to listen and fill the gap. I will demote them the first one, then I will ask them to answer individually and check answers in pairs then, they check the answer key.

Useful Language (11-17 minutes) • To highlight and clarify useful language for coming productive tasks

1- I will try to elicit from what they have already listened to the useful language. For example: What did he say to introduce the object in the record? I couldn't live without my mobile phone. 2- I will follow the ECDW technique, I will elicit, drill and write. 3- I will highlight the phonological features on the board. 4- I will try to set the board in sections to be clear and accessible for students as a guidance to use in the speaking task.

Preparation (18-20 minutes) • To provide an opportunity to practice target productive skills

1- I will ask students to discuss in pairs the things that they couldn't live without, after modeling in front of them. 2- Give students clear instruction to use useful language while speaking to their partners. 3- I will demonstrate first to guide them and do an open peer discussion.

Speaking (8-10 minutes) • To provide feedback on students' production and use of language

1- After monitoring students, I will try to check the errors and set them on the board to correct mistakes. 2- I will ask students if they found anything in common.

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