English Lesson Planner

Ali Farzadian

going out - Starter A1 level

going out
Starter A1 level

Description

In this lesson students learn about making arrangements to go out with friends. The lesson starts with a short conversation about whether they are free this evening and then they listen to a recording in which 5 people make short conversations to go out with their friends. After listening for gist and details finally students mingle and make arrangements to go out in the evening with at least one classmate

Materials

Listening Handout

Main Aims

To provide gist, specific information and detailed listening practice using a text about Going out in the context of free time activities

Subsidiary Aims

To provide review and practice of time expressions in the context of going out

Procedure (45-55 minutes)

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

The teacher starts the lesson expressing his happiness and asks the students to guess the reason. After eliciting some answers tells the students that he is going out with his friends in the evening. Then asks the students what they are doing this evening. Students talk in pairs to find out who is free in the evening and the things they would like to do if they are free.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

the teacher asks the students to answer these questions in pairs. Do Turkish people go out in their free time? Do they go alone or with friends? What do they usually do? this is followed by a feedback through which some free time activities are elicited and put on the board.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

1) listening for gist: 5 words are put on the board and students are asked to listen to the recording and match the words with conversations number 1 to 5. this is followed by a quick feedback. 2) Five time expressions (this Saturday, this evening, this afternoon, next Tuesday, tomorrow morning) from the recording are put on the board. after a very quick clarification on meaning (Is it this week or next week?) students will listen again to match time expressions with conversations.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

1) (IFTIME) A handout will be given out, on top of which there are some incomplete sentences from the recording to be filled out with some numbers mentioned in the conversations. Students put answers on the board. the teacher checks and gives feedback. 2) T the bottom of the same handout there are 5 wh questions. students try to answer individually. Then they check answers in pairs. If they know the answers they put them on the board. Finally if needed, they listen and check their answers with the recording. The teacher provides the feedback on the answers.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

The teacher will put three time expressions ( this evening, tomorrow evening and this Saturday) and asks the students to think about their schedule to see whether they are free or busy at that time. Then students are asked to stand up and mingle around the class to find some one with the same free time to arrange to go out together. Students must decide about the exact time and place to meet. This is followed by a feedback on their arrangements and some error correction on time expressions.