Marwan Marwan

Intermediate level


In this lesson, ss will get the chance to learn how to express their ideas about things they cannot live without. Some useful vocabulary and phrases will be presented to the ss to learn and practise.


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in a conversation in the context of what you'd hate to live without

Subsidiary Aims

  • To provide practice of personal objects in the context of items you'd hate to live without


Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

Ss watch visuals related to the need of something, so it draws the idea of the lesson when discussing them, which is 'Things you'd hate to live without'. Ss get to watch the visuals, and then I ask them what it is that the visuals represent. If for the video: "What was it that the robot could not live without?" If for the photos: Can you sleep without pajamas? Do you wake up without using an alarm clock? Would you go out without a watch? Imagine you lose your phone. Will you feel ok about it?

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

I will introduce the needed vocabulary that may be problemati as the following:. Sentimental value: I will show the ss pics of my own objects that have a sentimental value, or I will just tell them of my ring. And, I will let them know that the value is emotional. Ornament: Some examples might be useful enough. Remind you of something: I might come up with a story where I got something from someone, and talk about the object as it reminds me of that thing in the made-up story.

Listening Task (10-15 minutes) • To highlight and clarify useful language for coming productive tasks

They listen to the book's listening, and then they complete the table. Firstly, they will begiven a part of the table for the two first columns. They will fill them and then they will listen again to fill in the third column. Secondly, they will have to write their answers on a card hanged on the wall after they compare. Lastly, they will check other groups answers and get the answer key.

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

A piece of paper the has the part of the book related to the exercise is to be given to the ss. Ss get to do exercise 1 and 2 on page 86 and write items of their own individually. Another sheet of paper that has "Useful language" from the next page to be given to them and introduced to them as how to use. Then they share what they wrote in groups.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

In case language problems pop up while the ss do the exercises, I should be ready with my notes to correct any.

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