Joshua reasoner Joshua reasoner

Speaking about Life and Nature
elementary level


in this lesson the students main focus will be on there productive skill of speaking, and we will work on there receptive skill of listening as through the context of life and nature.


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in a Conversation information gap in the context of nature.

Subsidiary Aims

  • To provide specific information listening practice using a text about unusual species in the context of nature.


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

there will be 4 pictures of nature scenes on the WB related to turkey. The teacher will elicit the type of place it is (e.g. Lake, river, park , mountain) they will also elicit what the Turkish name for the place is called to generate interest in the context. After they say the type of each place The teacher will write it under the picture, circle each picture and ask the Ss what they have in common (aka, nature, green, beautiful) the teacher will then write nature on the WB and draw a line from each picture to the word. Then explain to the class that nature will be what are lesson is all about.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through vocabulary/listening

the word nature needs to written at the top of the WB. "Then pair the Ss together with the person sitting next to them. Next the teacher will "hold the activity in the air" and explain the instructions to the Ss. Tell the Ss that in the "empty spaces they need to put the words at the bottom of the page in the correct category." Make sure you mimic the worksheet the Ss have on the WB and due the first one as an example. From the living section. Students have 3min to complete When the 3min is up the teacher will play a recording and let the students check there answers against the audio. After the audio I will give 6 Ss a WB marker, each Ss with a marker will come to the white board and write one answer only until the gaps are full. When the task is done verify all the answers are correct. If not use WC feedback to correct them. Once all the answers are correct give the Ss 2 mins to check their answers.

Useful Language, listening for gist/listening for specific (13-15 minutes) • To highlight and clarify useful language for a coming productive task.

Gist/listening - during this stage Ss will listen for gist. The teacher will HO a task with 2 activities on it. The paper will be folded so only the first activity is showing. The teacher needs to explain using ICQs that the Ss will not unfold the HO yet. Before playing the audio tell the Ss they will listen to 2 people talking and they need to decide the relationship between them? (E.g. Teacher/student, 2 friends, reporter/scientist) "the teacher needs to pause the recording towards the end of the audio and ask the WC what they think the answer is?" Then after you the teacher get a general answer from the class, continue the the audio to get the real answer. I will then write the answer on the WB after the audio ends and the Ss are done comparing answers. Specific/listening- during this part of the listening the Ss will listen for more specific information using the same audio as the previous activity. Ss will unfold there HO reveling the second task. Then read the 3Qs about the audio. After a minute ish play the audio and tell the Ss to write the answer down the answer if they hear it. The teacher needs to monitor closely. If the Ss are having a difficult time with the activity the teacher needs to play it again this time pausing after each answer for 30 seconds. When the teacher is finished playing the audio tell the Ss to compare answers with their peers. When the Ss have finished comparing answers the teacher can use WC FB to answer the questions bc there is only 3.

Information Gap/semi controlled speaking (18-20 minutes) • To provide an opportunity to practice target productive skills

"firstly Ss will be separated into 2 groups, A&B" each group will be given a scenic nature view, a mountain scene and a park scene at the bottom of the pic there will be useful language to help describe the picture and to help as questions about the other persons picture. Each group needs to keep there picture hidden from the other group. Each group will get 3 mins to look at their picture. After the 3 mins each person from group A will be paired with group B. Ss will sit back to back so they can't see the pictures the other is holding. Each pair will describe the picture they are holding and ask about the other persons picture using the useful language on their picture, they have 5 mins to describe and ask questions. When the time is up the Ss will show their partner the picture. After the first pictures have been analyzed the Ss will return to their main group, A or B. The groups will get one more picture except if they got a mountain scene last time they will get a park scene this time. Again Ss have 3 mins to analyze there new picture. Then they will sit back to back with a different person from the other group. Ss will again described here new and ask questions about the other picture.5mins, then show each other the pictures at the end. Throughout this activity the teacher needs to monitor closely for errors in speech so they can do delayed error correction at the end of the lesson.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

in the previous activity the teacher should have got 4 or 5 sentences with errors to use for delayed error correction during this stage.

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