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Beginners,A1 level


In this lesson, students will focus on talking about their own Sunday routine activities using some familiar related lexis to the topic. For this reason they will listen to a conversation of two people , doing some prediction beforehand, gist and detail listening tasks. The lesson will be followed with T/ F speaking activity which will activate students to talk about their TL.


Abc audio

Main Aims

  • To provide gist and detailed listening practice using a text about Amy's routine activities in the context of routines

Subsidiary Aims

  • To provide review and practice of routine activities words and some phrases in listening task in the context of routines activities


Warmer/Lead-in (3-5 minutes) • To set the context of Sunday Routine by personalizing their own Sunday routines and engage students

The teacher elicits the days of the weeks and weekends which they had already learned from the students . T:What are the days of the weeks? SS: WC feedback T: What about weekend? SS: Saturdays and Sundays T: Do you work every day? SS: no /yes T: what do you usually do every day? what are your routines T writes"My routines" on the board and gives them the matching task, they should work in pair to match their teachers routine activities.Then they match their answers together and the answer key will be given to them. then they will talk in pair about their routine activities make 2 or 3 sentences. T. elicits from 1 or 3 students about their own routine activities.

Pre-Reading/Listening (5-7 minutes) • To prepare students for the gist listening and make it accessible

Teacher focuses students on the picture of Amy and Bruce on the board and by using gestures she tries to ask some CCQs about them to set the context of listening. T: asks them who is Amy? Ss: Becky's sister T: where she lives ? Ss: In California , In the USA. T:Are they husbands or friends?Ss: Bruce is Amy's friend, not her husband. T:What day is it? Sunday? T: By pointing to the pictures elicits some things inside of the pictures? SS: coffee, breakfast, lunch, etc.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

The teachers tells them they will listen to the recording once and tick the things that Amy and Bruce talk about and then compare answers in pairs.First the teacher gives them time to read the bulleted prompts. ICQ: will you listen to the recording alone? yes will you check or circle? (show them on the board) check will you check with your partners after you listen? yes The answers will be given to them at the end to check their answers. T also might elicits some answers on the board.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Teacher groups them in 3 different groups of 3 by counting 1, 2, 3, and put the same numbers in one separated group.She points to Bruce and Amy's picture again asks them to listen again to the audio check T or F to the HO is given to them about some information of the listening section and then check their answers in pairs .Teacher monitors them , when they are finished , she gives them the answer keys. True F/alse statements T F 1. Amy likes mornings T .... 2. Bruce likes Amy's breakfast T .... 3. Amy has 3 children ..... F 4. Amy talks with her sister in Spain ..... .F 5. Amy watches DVD every Sunday T .... * Bruce likes Amy's breakfast . T: Why is it True? because He says That sounds good T elicits the MFP by writing it on the board drills it with the whole class to repeat after her and draws :) smiley face in front of it.

listening for details (5-10 minutes) • In this stage the focus is on eliciting more details about the listening activity

Instruction: listen again and choose the correct answers.T gives the HO to the students and they will read the sentences from 1-6 , then will play the recording again. They should listen alone , but then check together in pair. ICQ: will we listen again? Yes will we circle the answer ? yes how many sentences do we have ? 6 I will model the first sentence on the board.Then they work individually but check the answer .Finally the answer will be given to them .

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

I write two false and true statements on the board about my Sunday routine. Model with one student T: I go to ITI on Sunday .... F(elicits answers from the students whether it is true or false. T: I play the Guitar .....T T asks the SS to make their statements. Teacher asks them to write their own T/F statements on a piece of paper about their Sunday routine and then change their papers with each other in pair and decides which one of their partner's sentence is not true T/F.T monitors them, after they are finished she elicits some of their sentences on the board and then gets WC feed back whether these statements are T or F.

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