New lesson plan: Evenings and weekends

Ievgeniia Balkis

Evenings and weekends - Elementary level

Evenings and weekends
Elementary level

Description

This lesson will be focused on the receptive skills. The gist listening will be followed by the detailed one (Tanya and Robert's conversation). Students are going to practice telling what they do/don't do at the weekend through the speaking activity.

Materials

Weekend activities

Fill in the gaps

R.3.4 Fill in the gaps.

Recording 3.5 Tick the true sentences.

Match words with the pictures

Weekend activities

Fill in the gaps

R.3.4 Fill in the gaps.

Recording 3.5 Tick the true sentences.

Match words with the pictures

Main Aims

Get Ss to practice their listening skills through the context of the evenings and weekends activities.

Subsidiary Aims

To expand students vocabulary on the 'weekend activities'.

Procedure (31-40 minutes)

Warmer/Lead-in. Dialog (5-6 minutes) • To set lesson context and engage students

What do you like to do at the weekend?What are 2 things you don't like to do at the weekend? I will meet class. WHAT DAY IS TODAY? AND TOMORROW? AND AFTER? (waiting for the answer-Saturday and Sunday). SO Saturday and Sunday make up ... THE WEEKEND. WHAT DO WE DO AT THE WEEKEND? eliciting Ss with gestures to answer. A few answers are enough. Give Ss WS with weekend activitis. It will help them get ready the for the listening. Give 2m. Then do dialog. TALK IN PAIRS ABOUT WHAT YOU DO AT THE WEEKEND, AND TWO THINGS YOU DON'T LIKE TO DO AT THE W.END. On the WB I will write this questions. Grouping: students work in pair Sunday-Saturday. (they will choose small paper with the day written on it and find a pair after.)

Pre-Reading/Listening (5-7 minutes) • To prepare students for the text and make it accessible

Put picture of Tanya and Robert on the WB. Set a context. Ask what Ss think about T and R. I want you to meet Tanya and Robert. Where are they? At the cinema?-No. Are they good friends? Are they at work?-Yes. Do they work?-No... let's find out. PLAY the recording 3.5 one time. Ss have short pair checking(1-2m) WC FB Go to the next stage

While-Reading/Listening #1 R3.5 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

HO Tick the true answer in the context of Tanya and Robert. Demo: Tanya is a man Tanya is blond. Tick the second sentence. You have 1 minute to read the sentences. Ready? Lets listen one more time and find out more about Tanya and Robert. Play audio. Check with partner. Ask do we need to play again. Check again in pairs. WC FB, and ask what is the answers.

While-Reading/Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Ss listen to the Robert's questions. Fill in the gaps. Chest HO. Fill in the gaps. Listen to Robert's questions. ICQ: Do you write Tanya's answers? No. Robert's questions. In pairs?- No, by your own. Listen. Fill in the gaps. Pair check. Answer key on WB. Early finishers will write. WC FB.

Post-Reading/Listening practice with the vocabulary (5-7 minutes) • To provide with an opportunity expand on what Ss've learned

Match words with the pictures. Chest HO fill in the gaps. Match picture with a, b, c-k,l. Pair check. WC FB. I will give HO to the Ss. 3minutes to do ex. On WB I put pictures. Early finishers can check each others answer. After WC FB on WB matching pictures with verbs-weekend activities.