Amirala Mosadeghi Amirala Mosadeghi

Elementary level


This session's aim is to improve the Ss' skill of listening, as well as to provide them with words and collocations associated with evening, weekend and basically free-time activities. The lesson contains a pre-teach of the vocabulary items, a series of listening practices, and a freer practice in order to give the Ss the chance to use the provided language in a more real-life situation.


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Tm80aqhtiicpvqzly292 ho2 page 3   model 1 HO2

Main Aims

  • To provide gist, specific information and detailed listening practice using a text about free-time activities in the context of going out, having a drink, going to the cinema, etc.

Subsidiary Aims

  • To provide clarification, review and practice of free-time acitivities in the context of going out, having a drink, going to the cinema, etc.


Warmer (1-2 minutes) • To establish the atmosphere of the class

T will welcome all Ss and tell them about the absence of one teacher. T will also be careful with sitting arrangements at this point and make necessary changes for further grouping and pairing.

Lead-in (2-3 minutes) • To establish the context of the lesson

T will put a picture of two people talking on the board and ask the following questions for the Ss to answer first in pairs and then for the class in order to both elicit some vocabulary items and set the context: - Who are these people? - What do you think they do on weekends or after work?

Pre-teach vocabulary (4-5 minutes) • To pre-teach/unblock the vocabulary items they don't know from previous task

T will give out HO1 and monitor the Ss work on it and monitor the Ss work. If there are any vocabulary that is not familiar for more than 1 person, it will be elicited for the whole class. An exercise will be done, using the target language and vocabulary items to make the content of the next stage (listening) more clear for the Ss. It is then checked in pairs, then with the answer key from the board.

Aid for listening (3-4 minutes) • To provide the Ss with some examples of the target language used in the listening

Ss will be given the HO and asked to stay on page 1. They will listen to a recording and fill in the gaps. The answers are checked in pairs and then the answer key goes on the board and the Ss will check their answers. The questions are then drilled as a whole class.

Listening for gist (3-4 minutes) • To have the Ss listen to the listening for gist and have an overview of the listening

Ss will be asked to answer the following Qs in pairs after they listened to Tanya and Robert as they are looking at their picture on the board: - Where are they? - Are they good friends? PART A of HO T will check their answers as a whole-class.

Listening fo specific info (4-5 minutes) • To have the Ss find specific info that will familiarize them with the content

The Ss listen to the recording again and are asked to answer PART B, then check in pairs. Then the answers go on the board and the Ss check their answers. If there was a part that someone could not get, the listening will be played again, this time with a pause after the information needed.

Listening for details (4-6 minutes) • To have the Ss gain a deeper understanding of the text

Ss are asked to answer PART C while listening, check their answers with their pairs then, and check their answers with the board afterwards. False sentences will be corrected.

Pre-speaking task (4-5 minutes) • To highlight some of the language used in the conversation for further use

T will give out HO2 and ask the Ss to choose the correct answer, check in pairs and then check with the board. T will then model the pronunciation and drill. The Ss will also answer the questions on the HO about themselves.

Speaking Task (6-7 minutes) • To provide the Ss with a situation to use the target vocabulary and language

Ss are asked to get up and find a pair and make a similar conversation with them. Pairs are changed as and when instructed by T. T will monitor and take notes of any common mistakes in order to help correct them in the next stage.

(If Time) Find Someone Who Game (3-5 minutes) • To provide more freer practice for Ss in the target language

Ss will be asked to make a list of 5 different free-time activities such as: - going to the cinema on weekends - having coffee with friends on Saturday - doing sports on Sunday in the morning They are asked to go around the class and Find Someone Who does all those things and will do them with the speaker. Modeling will be applied for instructions with a strong S.

Delayed error-correction (2-3 minutes) • To correct any common error the Ss had in the speaking

The Ss are asked to sit back down and are asked to correct the sentences on the board with the person beside them. The answers are shared with the class.

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