Omar Omar

Elementary level


In this lesson, students will practice listening and look at how we ask and answer about 'a day out'


No materials added to this plan yet.

Main Aims

  • To provide gist and specific information listening practice using a text about a day out

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of a day out


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

TT sets context by telling the ss that the Stevens family are going to choose where to go for a day out. TT hands out listening activity and chests the first list of places (activity 1) and focuses the ss on the list of places. TT asks students where on the list they would choose to go. CCQ: "What is a day out? Are they staying at home?" ICQ: "Are we doing part 1 or 2? Do we stop at the line?"

While-Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information listening tasks

TT focuses ss on activity 1 on the HO and tells ss to listen and put the places they talk about in order. May require two listening. TT then asks ss if they can remember where the Stevens family chose to go. SS check answers with the person seated next to them and TT gives WCFB in the form of answers on the board. ICQ: "What are we writing in the blank?"

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

TT tells ss they will listen again, but to first read the questions in activity 2. When ss are ready, tt plays recording again and ss work in pairs and each ss will answer with T/F and if the answer is F, they will write the correct answer. SS will check answers with the other pairs, and the TT will provide FB by asking SS to give answers, and check with class as to the correctness.

Listening for (I'd) and Schwa e (6-8 minutes) • to give ss correct pronunciation of (I'd) and (do you)

TT plays the first two sentences of the recording again and focuses ss on the pronunciation of (do you) and (I'd). TT reminds ss that (I'd) is the contracted form of I would by asking them, "What does "i'd" mean?" and tries to elicit "I would". TT then demonstrates the weak form of (to, the, to-morrow) and the students repeat. TT then give students a transcript of the audio and asks the students to listen for these words again. TT plays the recording once more and TT also highlights the pronunciation of (would you)

A day out (8-10 minutes) • To demonstrate how to ask and answer about a day out

TT brings up "A day out" slide on projector and hands out the same to the class. TT focuses ss on table 5A. TT mumbles the tone used in asking "What do you want to do tomorrow?" and ss repeat. TT asks ss to put a square on where the stress is in each sentence. This is done with all the sentences. TT then explains that "Would like" is nicer than "want" TT then asks ss to complete 5b & 5c in pairs. TT hands out answer key. and goes over any questions the ss may have.

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

TT brings up a slide showing and asks ss to write 3 sentences with the form "What do you want to do ______? Where would you like to _________? Do you want to ________ or _________?" Then SS ask each other and answer in either a mingling activity, or in open pairs.

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