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Copy of Four weekends - Be a good listener
Elementary A 2 level

Description

This lesson starts with a listening which is about how four people spent their last weekend. Then, it is followed by a work on the functional language which enables them to talk about their own weekend. Finally, the student will have the chance to practice speaking for fluency using the target language.

Materials

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Main Aims

  • To provide the students listening for gist and specific information through a coversation between two pairs in the context of weekend

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of last weekend

Procedure

Lead - in (2-4 minutes) • To set the context of the lesson and engage students

- T asks the students about their previous weekend. First, as an example, teacher tell that she / he had a very busy weekend because she / he had to work on my projects. - T sticks some activities' pictures on the WB for giving clues to the students. - T asks the students to work in pairs and tell each other how they spent their previous weekend.

Pre - Listening (1-3 minutes) • To prepare students for the listening and make it accessible

- T shows the students two pictures of co-workers and ask them some questions to elicit the answer about how four people (Sarah, Jane, Mick, Henry) spent their weekends. Guess who are these people in this picture? Where are the people? (in an office) What are they talking about? What are they doing? (they are having a meeting) Are they happy or sad?why?

While - listening (3-5 minutes) • To provide students with less challenging gist listening task

- The students listen and match the conversations between two pairs talking about their last weekend and ask to know the name of each speaker in both coversations .

While - listening 2 (6-10 minutes) • To provide and practice listening for specific information in the context of weekend

- Teacher gives the students some time to read the sentences 1-8 and responses a-h - The students listen to the recording again and work on matching exercise. They work individually, after they matched, they do peer check. - The students listen to the recording and practise the responses. - T asks the students to copy the intonation in order to develop their pronunciation.

Post - Listening (semi controlled practice) (3-5 minutes) • To provide with the students with the chance to work on functional language

- T put the students in pairs. A and B. - T hand out the students cards. Each card has sentences. - A's have responses to B's sentences and B's have responses to A's sentences using the functional language in the previous activity.

Controlled Practice (2-5 minutes) • To activate their knowledge about simple follow-up questions

- T asks the students fill the blanks with 'did, was or are'. - T asks the students in which situations they can ask these questions. Can you ask someone who: a. went to the cinema? b. stayed at home all weekend? c. was ill? d. went away for the weekend?

Freer practice - speaking (10-13 minutes) • To provide the students with the speaking practice for fluency using the target language

- The students make notes on what they did at given times. - T put the students in pairs. - T asks them to ask and answer the follow - up questions from the previous exercise by taking turns.

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