Hamid Mohammadpour Hamid Mohammadpour

TP 7 A Day Out
Elementary level


Students, during earlier stages in this lesson, will learn and review some verbs and activities related to having a day out. The skills focus will be on reading two brochures about two different places and later listening activity, a conversation between members of a family deciding on a place to go for a day out. After being exposed to target language (asking people what they want to do and saying what you want to do), the skills focus will be on writing and speaking activities using the target language.


Abc recording script
Abc meaning/form
Abc controlled practice
Abc brochures
Abc recording

Main Aims

  • To provide clarification and practice of language used for 'asking people what they want to do' and 'saying what you want to do' in the context of having a day out

Subsidiary Aims

  • To provide scan reading practice using brochures about two places in the context of having a day out
  • To provide fluency and accuracy speaking practice asking and saying what they/you want to do in conversations in the context of having a day out
  • To provide gist listening practice using a text about deciding where to go for a day out in the context of having a day out


Stage 1 (Lead-in) (3-4 minutes) • To set the context of the lesson and engage the students

Teacher writes three adjectives on the board: exciting interesting relaxing and asks students: "think of different places in Istanbul for these adjectives". T models one or two places. Students start talking and share their ideas together in small groups. Teacher then elicits some places about those adjectives.

Stage 2 (Reading/Listening) (10-12 minutes) • To provide reading for specific information in a brochure and listening for the main idea

T pre-teaches words: a day out, ride, zoo, amusement park, theatre, play, gorilla, tiger. Do we stay at home when we have a day out? No. Do we go to work when we have a day out? No. Do we have fun in a day out? Yes. Can you go on a bike ride? Yes. Can you go on a ride at amusement park? Yes. teacher gives students two brochures about two places that people can go for a day out. Students in two major groups do a jigsaw reading, each group information about one place. After reading, they find a person from another group and talk about different activities that people can do in those places. In FB, teacher ask volunteers from each group to talk about two places. "Now we have a listening". Teacher ask SS to listen to a conversation in a family. " A father, mother and son are talking in recording. Listen to them and answer this question: What are they they talking about?" "Are you listening or reading? Listening.". Teacher plays the recording. When finished, T elicits the answer. "Listen again and answer this question: Where do they decide to go?" T plays the recording and when finished, T elicits the answer, Regent's Park.

Stage 3 (Meaning) (5-7 minutes) • T check understanding of the meaning of functional language

Teacher hands out the scripts of the recording and asks them to pay attention to the underlined questions and sentences. And then gives them a handout to put those questions and sentences in the correct place in the table. "Do we put all sentences or only underlined sentences? Only underlined.". SS complete the table alone then check in pairs, and in FB teacher elicits answers from SS. T ask more questions to clarify the meaning of target language: "Which is more polite I’d like or I want? I’d like.". "When I say ‘I’d rather stay at home’, does it mean ‘I want to stay at home’ or ‘I want to stay at home more than something else’? I want to stay at home more than something else.".

Stage 4 (Form) (3-4 minutes) • To highlight the form of the target language

T clarifies the difference between 'infinitive' and 'infinitive with to'. Teacher then asks them to unfold their handouts and answer the question about the rules. They work together and complete the rules. Teacher elicits the answers and asks them some CCQs to clarify the form. "After would rather do we use infinitive or infinitive with to? Infinitive.".

Stage 5 (Pronunciation) (4-6 minutes) • To provide pronunciation practice and drilling on certain utterances in target language

Teacher focuses SS on the completed table about asking people what they want to do and saying what you want to do. Teacher drills on linking forms like 'I'd' /aɪd/, 'would you' /wudʒə/, 'do you' /dʒə/, and 'to' /tə/. T drills using back-chaining o front-chaining and using finger counting to highlight the linked forms in pronunciation.

Stage 6 (Controlled Oral/Written Practice) (5-7 minutes) • To provide controlled oral and written practice of the functions through using prompts in small conversations

Teacher puts them in pairs, A and B. They take turns and suggest plans for Friday. "Imagine that you have a day off on Friday and want want to do something together. Teacher models the first exercise A and B to the SS and drills the first conversation to the class. Teacher gives the SS a handout and asks them to write questions and answers in speech bubbles for suggesting places to go on Friday and then role-play the conversations together. T monitors them and takes notes of any mistakes o errors to give a delayed error-correction later. T in FB, elicits answers.

Stage 7 (Freer Oral Practice) (5-7 minutes) • To provide freer oral practice for students to involve and engage them in conversations asking and saying what they want to do and deciding on a place to go

Teacher puts the SS in groups of three and asks "have a look at the brochures again and decide which place you want to go for a day out. Regent's Park or Chessington World of Adventures." "talk in your groups and say about which place you want to go together." and "ask your friends in your groups about which place they want to go" and "finally decide as a group where you want to go for a day out. Chessington or Regent's park. Teacher monitors students during speaking activity and takes notes of any mistakes or errors for a delayed FB and error-correction.

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