English Lesson Planner | 7 - Places to go out

Viktorya Patutina

7 - Places to go out - Beginners level

7 - Places to go out
Beginners level

Description

In this lesson, the students will review week days and learn places to go out. They are supposed to read (skim) the text about going out in London. Then the students will watch the video about planning the date in order to develop listening for gist and specific information. This will be followed by developing productive skills (speaking) in the way of inviting each other to go out.

Materials

Presentation

Weekdays

Dgjheztitjimqnmsl7fm gbg unit08b it's a date

Video

HO 7.1

HO 7.2

HO 7.3.

Presentation

Weekdays

Video

HO 7.1

HO 7.2

HO 7.3.

Main Aims

To provide gist, detailed and specific information listening practice using a text about going out in the context of places

Subsidiary Aims

To provide gist reading practice using a text about going out in London in the context of places in the town

Procedure (37-45 minutes)

Lead-in (3-4 minutes) • To review the previously taught vocabulary

The students are given HOs with names of the weekdays on. They need to line themselves according to the order of weekdays (the first in the row will be the holder of 'monday', the last one will be owner of 'sunday'). Then they write the weekdays on the WB in order. T may ask "What day is it today?", "What day is tomorrow?", "What is the weekend in Turkey?" etc.

Pre-teaching new vocabulary (5-6 minutes) • To introduce and familiarize the TL

The T uses weekdays written by the Sts on the WB to elicit places to go out. In order to elicit the TL the T says "On Sundays I go to cinema. What about you?" After the words are elicited the T checks the meaning with the help of CCQs and visuals.

Reading (5-6 minutes) • To provide reading for gist of the text about places to go out in London in a communicative way

The students read the text about 4 friends and the places they go to. They need to fill in the gaps by asking questions to each other in order to complete the text. The students mingle, then the teacher conducts WCFB.

Pre-listening (5-6 minutes) • To prepare students for watching the video and listening for gist

The students look at the picture of two people taken from the video and guess in pairs who they are (collegues, friends, relatives etc.). Then the teacher provides silent watching to give the students more information on the video. This is followed by the WCFB.

While-listening (4-5 minutes) • To provide listening for gist

The students are asked to listen and find out who those people are. After listening there is peer-checking. This is followed by the WCFB.

While-listening (5-6 minutes) • To provide detailed listening

The students are given the table and asked to fulfill it. They watch video 1-2 times to complete the task. Then there is a peer check and the WCFB.

While-listening (5-6 minutes) • To provide listening for specific information

The students watch the video again and answer the questions. Then they discuss answers in groups (if time). This is followed by the snapping activity when the students in teams need to snap the right answer on the WB.

Post-listening (5-6 minutes) • To provide the freer speaking activity on inviting friends to go out

The students are given a HO. They fulfill the table with the personal information, leaving one day blank. The teacher recycles 'Would you like to...?' and presents some expressions used to accept and reject invitations. Then the students are supposed to mingle inviting each other to go out. The teacher monitors and writes mistakes on the WB. It is followed by the DEC and WCFB.