rena rena

speaking lesson
Elementary level


In this lesson SS will talk about their houses using new vocabularies and applying prepositions of place. T will start the lesson with a warm up activity to review the prepositions. Then SS will be grouped to watch a video and be on the task to answer the related questions to the video.The T will go through reading and ask SS to listen to her and jot down as much as they can of what they will listen to. SS then will be watching many images about houses and rooms in them. Their mission is to memorize the images to tell what they have already watched. SS will be handed drafts to describe their houses then go through mingling game to find out a house to swap with theirs. During this T will be listening to them trying to discover their mistakes to check them in the feedback step.


Abc Handout
Abc Flashcards (google images)
Abc Straightforward course book

Main Aims

  • SS are going to practice speaking and writing about house swapping.

Subsidiary Aims

  • To provide clarification in place's preposition.


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

T is going to greet SS. Then as a warm up T is going to ask SS to raise their hands and play a game. T will say the instructions as the following: Dear SS now we are going to play a WC game. T is going to ask SS to raise their hands up and be active in the game as the following: put your hands up, put your hands down, put your hands on your head, put your hands in front of you, etc..... As a first procedure SS will be grouped depending on the places' names which will be nominated by T such as supermarket, university, hospital, and school. T will play a short video related to the main subject of the day. T asks SS to watch the prepared video after clarifying the task's instructions as the following: SS are going to listen carefully to the video to be able to answer the HO questions. What are the girls looking for? What can they swap? Is it only houses? Answers will be checked first as GW.

Exposure (7-9 minutes) • To provide a model of production expected in coming tasks through reading/listening

T is going to elicit some adjectives and nouns related to the subject. See language analysis. Then SS will be asked to listen to the T while reading a text. SS will try to write as much information as the can. Then T will give SS time to construct sentences. The text is: I live in a small flat, which has a bedroom, a living room, a bathroom, a kitchen and a balcony. The kitchen is American, that means it is in the living room. The balcony is next to the kitchen. My building has 17 floors, while mine is in the 13th one. Because it is very high it has a nice view and I never feel hot. There is no TV, air conditioner or a dining room in my flat, but I love it very much because there are lots of shopping centers near to it. Mall of Istanbul is opposite it and Arenapark is next to it.

Useful Language (8-11 minutes) • To highlight and clarify useful language for coming productive tasks

T shows SS many different images related to houses. Old, new, modern, and wooden houses. As well as some images of the houses rooms such as bathroom, living room, bedroom, and a kitchen. The instructions will be said by the T as look carefully, T asks S to try to memorize as much images as they can. T asks what did you see? What kind of houses have they seen? Where was the kitchen? .....etc. Trying to concentrate on the vocabularies, prepositions of place and some adjectives for houses to be used in the next task.

Productive Task(s) (8-11 minutes) • To provide an opportunity to practice target productive skills

SS will be handed blank papers to describe their own houses according to the location, number of rooms, and if it is a house or a flat. This will be an individual work. After writing, SS will be asked to mingle in the class to find out each others' houses whether they would like to swap with their colleagues' houses. Instructions will be told by the teacher. SS will describe their houses, be ready to show them to their friends and during mingling activity SS will see three houses and find a one to swap with their own houses as well as to talk about it.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

While listening to SS' talk, T will note their errors in order to correct them on the board after they finish. The correction will be about present simple and prepositions common mistakes. If T has enough time she will choral drill the most common mistakes which will be made by SS.

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