Francisca Francisca

Francisca.TP5. Things I can't live without
Intermediate level


In this lesson, students will practise speaking fluently in a class discussion in the context of describing things they cannot live without.


Abc Whiteboard
Abc Powerpoint
Abc Macmillan online dictionary
Abc New Cutting Edge Intermediate Student Book
Abc Macmillan online dictionary
Abc New Cutting Edge Intermediate Student Book

Main Aims

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

Subsidiary Aims

  • To provide gist and detailed listening practice using an audio about conversation in the context of describing things they can't live without.


Lead-in (6-8 minutes) • To set lesson context and engage students

-Play a video of a house robbery and ask students what's happening in the video. -Ask the students to imagine their house is being robbed and the robbers made away with some things. -Ask the students to look at the pictures of things taken away and ask: which three of these items when taken away will make you really sad? why? -Put the students in breakout rooms to discuss their answers and reasons. -Return to the main room and elicit a content feedback from them about their partner's items and reasons. -Use their answers to this activity to elicit and pre-teach certain vocabulary they need for the next listening activity.

Exposure (Listening) (8-10 minutes) • To provide gist and detailed listening practice. To provide a model of production expected in coming tasks through listening.

1- Set the listening task - Tell them they will be listening to an audio track and find out what the audio is all about. 2- Use ICQs - -Do you need to understand every word to find out? (Ss should say: No) -Will you ignore any difficult words to get the main idea? (Ss should say: Yes) 3- Play the audio track, then let them share their opinion about the main idea. Project the answer key. 4- Pre-teach the difficult words related to completing the listening information table. (have sentimental value, remind you of something, ornament) 5- Display the remaining listening task on the screen (HO#1); tell ss they’re going to listen again to complete the displayed table using the information from the audio tracks. 6- Give ss a few seconds to read the table then play the track. 7- Let ss check their answers in pairs then project the answer key and ask them to check their answers.

Useful Language (3-5 minutes) • To highlight and clarify useful language needed for speaking

Establish the meaning with ss. Ask them to look at the sentence starters projected on the screen, then ask these CCQs: -Do you need to use all of them? - No -When describing the object, which verb tense would you use? present simple -When saying why it's important, which tense would be used? -Past simple to express experiences – Present simple to express facts about those objects. 2- Model using the starter sentences to talk about an object you can't live without. 3- Highlight the contracted forms of the sentence starters on the whiteboard. 4- Clarify these words: great sentimental value, very valuable.

Preparation (5-7 minutes) • To scaffold the speaking and give the students the chance to be ready for it.

1. Ask ss to draw a 3-column chart – show them one. 2- In the first column, write down three items you cannot live without. 3- In the second column, write some sentences to describe the items - how you got it, where you got it from and when. 4. In the third column, say why that item is important to you, any memories it is associated with. 5. Remind the ss to use the sample sentence starters given.

Speaking (10-15 minutes) • To provide an opportunity to practice speaking for fluency

- Tell ss they are going to speak with each other. 2- Put the students in breakout rooms in pairs A and B. 3- Tell the students they will switch partners after 5 minutes of speaking.. 4- I will assign 5 minutes for the first round of the conversation. Monitor unobtrusively and collect errors. 5- Stop the activity and ask ss to switch partners, exchange partners in different rooms. 6- Assign 5 minutes for the second round of the discussion. Monitor unobtrusively and collect errors. 7- Content Feedback: At the end of the speaking activity, and ask sample students for the different items listed by their partners. Write them on the whiteboard. 8. Ask ss which is the most unusual item on their list? -Which is the most common items on their list? 9- Write two good examples of their language on the board; praise them. 10- Write 2 or 3 (maybe more if time allows) faulty sentences on the board. Elicit and correct the errors.

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