Aizhan Yesbolatova Aizhan Yesbolatova

Hot and cold
B1 (Intermediate) level


In this lesson, the students will practice their speaking and listening skills through discussing the picture from different points of view and listening to survival expert.


Abc Global English course book; handouts

Main Aims

  • The students will focus on one of the productive skills - speaking by discussing the given topic.

Subsidiary Aims

  • To provide specific information through listening practice


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

We will start a new unit called "Hot and Cold". This part will be focused of discussion on topic. I will write the word "desert" on a whiteboard and brainstorm the ideas from the students what they associate with the this word. And I will write their words on the board.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

In this stage, students will be divided into pairs and given time to discuss the advantages and disadvantages of living in a desert. I will draw a table on white board, so after they have discussed it, one person from each pair will come to the board and write one advantage and one disadvantage. We will also briefly work on vocabulary, as in my opinion, there are two words that might be unfamiliar to the students - the words stranded and cross. I will show them the pictures and try to elicit the answer from them, however they will not come up with exactly those two words, but at least they will understand the meaning.

Productive Task(s) (10-12 minutes) • To provide an opportunity to practice target productive skills

In this stage, I will divide the students into three groups and give them three different situations. I will ask them to discuss together and come up with their ideas.

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

After the students have discussed three different situations, we will do a brief feedback. I will ask students from each group to share their ideas.

Lead-in (1-2 minutes) • To set lesson context and engage students

In this stage, we will now focus on receptive skill - listening. As a quick warm-up I will ask students what they might need if they go to a desert. I will write their answers on a board.

Useful Language (2-3 minutes) • To clarify the meaning, form and pronunciation of the task language

In this stage, the students will be introduced to the vocabulary from listening activity. There are two words - shelter and fascinating. I will try to elicit the words from them first, if they are not able to produce those words, I will give them the definitions.

Pre-listening (2-3 minutes) • To allow students to report on how they did the task and how it went

In this stage, I will ask students to listen carefully to the recording, and see, if any of the things needed to survive in a desert we wrote on a board, is mentioned.

While-listening (4-5 minutes) • To provide students with practice of the task language

In this part, the students will be given a worksheet with empty gaps, so they have to fill it with the missing words.

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