Nazila Nazila

Elementary, A2 level


In this lesson, students learn about functional language used for meeting people by the help of the pictures of the book and listening practice. The lesson starts with guessing at the pictures and what people are saying, which is followed by listening to four different conversations related to the same pictures. The students discover formal and informal expressions used in the conversations accordingly as they read the transcriptions to check their answers. Finally there is some controlled practice to be done in the book after which the students are expected to use the phrases in their own conversations via a semi-controlled speaking activity.


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Main Aims

  • To introduce and provide practice of functional language for meeting people

Subsidiary Aims

  • To provide semi-controlled speaking practice


Warmer/Lead-in (1-3 minutes) • To set lesson context and engage students

T will start the class by asking Ss " are you TIRED?" " are you energetic?" and continue by asking another question "do you REMEMBER my name?" and " can I REMEMBER your names?" in order to pre-teach the words of the listening as well as breaking the ice. These CCQs will also be asked: " when you are tired, do you like to work or sleep?" "when you are tired, do you like to study or relax?" " when you remember a name, can you say it easily?" "do you remember things about past or future?" There will be some drills too. in case they don't understand, T will write some words apple, shoes, book, table and give them one minute to look at them, then she will erase them and ask students : "do you remember the names?"

Pre-listening Task 1 (5-10 minutes) • Clarify the meanings of words "Formal" and "Informal"

T will show the students a picture and ask them " how do they look?" " where are they going? a party or a picnic?" " how do you know that?" and will teach the word "formal". some CCQs will be asked : " will you go to the park with a suit and tie? why not?" " will you wear an evening dress for an English class? why not?" Pronunciation drills will be practiced.After writing the word formal on the board, the word "informal" will be introduced and written on the board. After that T will put the pictures on the board and ask the students to come and put them in the right column. After checking them all T will explain that formal and informal adjectives not only refer to clothes, but also they can refer to situations, parties, and sentences.

Pre-listening (1-2 minutes) • To prepare students for the listening

T will ask Ss to take a look at pictures of the book and discuss where they are, what are they doing in pairs. T will model the first one by Chesting the hand out and asking one student to talk about the first picture. ICQs will be asked: "are you doing it alone or in pairs?" "are you writing or speaking?" "are you talking about the place or the people?" T-S task feedback ( one or two students)

Gist listening (1-3 minutes) • To help students practie listening with an easy excercise

T gives the instructions by putting them on the board: a. 1. b. 2. c. 3. d. 4. ICQs will be asked: "are checking one of them or both of them?" plays the audio once and have the students do Listening ex.1 and check in pairs. S-WB feedback.

Listening for details (3-5 minutes) • To review the previously-taught items through listening practice

T will instruct them to do Listening ex.2 by having one example on the board: the man and woman are/aren't friendly; the answers of which will be checked individually by the students as they check the transcription. ICQs will be asked: "are you doing it alone or with a partner?" "are you reading your partner's answer or the transcription?" Whole-class feedback

Post-listening Task (3-5 minutes) • To provide the students with a good sample

T will instruct the students by referring them to the transcriptions they have and ask them to choose one conversation out of four and practice it the same way. ICQs will be asked: " will you practice all of them?" " will you practice it once?" "which you change the roles?" As a feedback T will ask two volunteers to read it out loud for the others.

Language focus task 1 (2-3 minutes) • To focus more on formal and informal expressions and to give the students the chance to use the phrases of the listening part in speaking activities

T will instruct the students to do ex.1 by putting an example on the board. Am John I = I am John Students will have a pair check and then check their answers with what is written on the board by T.

Language focus Task2 (2-5 minutes) • To practice the phrases they have learned

T will instruct Ss by showing them some cards and modeling what they should do on the board: formal informal T will have the sentences of ex2. on some cards given to each group of Ss and play bingo game; the students are supposed to unscramble the cards to make one formal and one informal conversation. Some ICQs will be asked: "Are you doing it now or when I say start?" "Are you making one conversation or two?" "Are they formal or informal?" When it is over students can go to other groups and check their answers.

Speaking (3-5 minutes) • To help students put the things they learned into practice

T will give each student a name tag of a famous Turkish singer or actor, then ask students to move around the class to talk to 5 different people, they should change their partners when the music stops. The students with pink tags should use formal expressions and the ones with yellow tags should use informal expressions to have a conversation with others. Some ICQs will be asked : " Are you using formal sentences or informal sentences?" " are you talking to one person?" " are you changing your partners?" "when are you changing your partners?" "are you using your real name?" "who uses informal/formal sentences?" T will monitor effectively and take notes to have some delayed correction.

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