Gelareh Gelareh

Evenings and Weekends
Elementary level

Description

In this lesson, students will learn about some free time activities as well as talk about their favorite ones. They will also learn some topic-related collocations. They will listen to a dialogue about leisure activities. The learners will listen for gist and specific listening tasks. Students will follow this up with a small speaking task.

Materials

Abc PP Slide
Abc Verb cards
Abc Gap-fill Handouts 1
Abc Gap-fill Handout 2
Abc Matching Collocations Handout
Abc Matching Game
Abc True & False Handout
Abc Audio CD
Abc Audio CD
Abc Survey Handout

Main Aims

  • To provide gist and specific information listening practice using a text about evenings and weekends in the context of Free time activ

Subsidiary Aims

  • To provide practice and clarification of weekends and evenings in the context of free time activities

Procedure

Warmer (2-4 minutes) • To set lesson context and engage students

T will put the full date on the board. Ss will review the weekdays and weekends.

Pre-task (5-7 minutes) • To prepare the students for vocabulary tasks

T will show a slide of daily routines on the board and elicits the activities as well as their frequency. T will show a slide of free time activities. CCQs: Do we do these activities every day? Do we usually do them on weekdays or weekends? T will put a verb card next to each activity. (Turned over) Ss will be set in groups to guess each activity. T will ask each group about their guesses and then turn the cards over. Ss will do some choral and individual repetition focusing on pronunciation and word stress as well as collocations.

Vocabulary Task #1 (2-4 minutes) • To practice collocations

Ss will get in pairs. T will give instructions to do the exercise. Ss will do the exercise in pairs. T will display the answer key.

Vocabulary Game (3-5 minutes) • To practice collocations

Ss will get in pairs. T will give instructions. Ss do the task in pairs. Answer key will be displayed.

Pre-listening (1-2 minutes) • To predict the content of the listening

T will show a picture, introduce Tanya and Robert and ask the students to make guesses. Where are they? Are they friends?

Gist Listening (1-3 minutes) • To provide students with a less challenging situation

T will write a question on the board. What is he asking about? Daily routines or Free time activities? Ss will try to answer in pairs.

Detailed Listening (2-4 minutes) • To provide students with a more challenging listening task

T will introduce the handout ang gives instructions. ICQs Ss will listen and try to fill in the gaps individually. Ss will check in pairs. T will display the answer key.

Gist Listening #2 (4-6 minutes) • To provide students with a less challenging listening task

T will give instructions. ICQs T will play the track once. Ss will answer individually. T will play the track again. Ss will check in pairs. Answer key will be displayed.

Detailed Listening #2 (5-7 minutes) • To provide students with more challenging listening

T will introduce the HO and give instructions. ICQs Students will listen and fill in the gaps in pairs. T will play the track again. Ss will check in pairs. Answer key will be displayed.

Post-listening (3-5 minutes) • To provide students with an opportunity to use what they have learned

T will introduce the survey handout and give instructions and put on the slide. ICQs Ss will ask, answer and fill in the form. T will monitor and give feedback to each group.

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