Keivan Teimoorian Keivan Teimoorian

Hot and Cold, deserts
Intermediate, B1 level


In this lesson, Ss are going to learn and speak about deserts and in general, very hot and dry areas, followed by listening to someone giving information about deserts and a company related to deter trotting.


Abc warm-up pictures
Abc Speaking topics, Listening capful

Main Aims

  • Listening for the gist followed by listening to scan for more specific details

Subsidiary Aims

  • Learning vocabulary items regarding deserts and conditions there and using them to give details based on personal feelings.


warm up and grouping (3-4 minutes) • to give Ss a faint idea of what is going to happen in the class plus grouping them according to their interest type

The T shows Ss four different types of place and asks Ss to choose one of them if they were to go on a holiday. They are then asked to sit in similar groups according to their preferences.

Pre-teaching vocabulary (6-8 minutes) • to give students some vocabulary items regarding deserts and hot areas

The T projects an image from a desert and asks the students what they think it is and where it was taken. T then asks the students to come up with more detailed descriptions of a desert. The T then pre-teaches the word 'desert' and makes sure they pronounce is correctly by drilling and marking the stress. -in which part of the world do we find more deserts? -what wildlife can be found in deserts? arid(adj) -What do we call the type of weather in a desert? -Is there a lot of rainfall in an arid area? stranded(adj) -Are you happy when you are stranded? -Do you have enough supplies when you are stranded? cross(adj) -Are you happy when you are cross with sth or sb? -Is that a positive or negative feeling? shelter(n) -Is it a safe place? -Does it keep you away from danger?

Speaking 1 (4-5 minutes) • To get the students started on talking about their own ideas in context of deserts.

The T asks students to work in groups of 3 and asks them to take turns to talk about the questions presented by the book in exercise 1.

Speaking 2 (6-7 minutes) • To expand Ss' ideas in terms of describing their feelings and reactions to the situations.

T asks students to work in the same groups, but categorises them as s, b and c members. They are then asked to read one situation each and speak about their feelings and reactions. (ICQs for better understanding: Are we going to read more than one situation?)

pre-teaching listening (5-6 minutes) • preparing Ss' minds for the upcoming gist-listening and scanning for details.

The T introduces Ss to Tony Nester by asking them to read the little text about him. He then asks them to make a list of what they think he will take with him in his next trip. He then wants the Ss to check their lists in groups.

listening for the gist (4-5 minutes) • To ask students to listen to the audio script and check their notes.

T asks ss to listen to the script and only compare their notes to what Tony is saying. They are asked not to do anything beyond checking the things that Tony is going to take with himself.

Listening to scan for details (4-6 minutes) • filling a gapped text according to details

Ss are asked to read the gapped text and predict the information which is missing. CCQs: Is it important to understand all the text to fill the gaps? No Is it important to know the part of speech? Yes T then plays the audio script for the second time and Ss fill in the gaps. They are then asked to check their answers in Gs. Answers are then given to them by the teacher using slips of paper.

speaking activation (3-4 minutes) • a practice for the ss to express their thoughts about the desert programme.

T asks students to do exercise 4 in the book in groups of 3. )Teacher monitors them and possibly notes down their mistakes.)

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