Hamed Ashraf Hamed Ashraf

Hamid Ashraf
Elementary. level


In this lesson, Ss learn and practice some verb phrases in the context of "weekend and weekday activities". This context will be approached by both "TTT" and "Receptive skills". In which the Ss will perform 2 WC activities conveying both the meaning and the usage of the TL. Ss, then will be guided to the form and full meaning of the TL through a written activity, followed by a physical movement kind of feedback and CC activity. Phonology will be clarified, then, by the usage of choral and individual drilling. A free practice will take place in which the Ss will freely use the TL in a conversation. The lesson ends with another WC activity in which interaction and dynamism will be focused on through using features of desuggestopedia to end the class in a remarkable way.


Abc Funny music
Abc the treasure hunt task
Abc Flashcards
Abc Written excercise
Abc Duct tape
Abc hidden envelopes
Abc Pieces of the puzzle.
Abc indicators of when the activity happens
Abc PP file
Abc music

Main Aims

  • To provide clarification and practice of verb phrases in the context of weekend and weekdays activities.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of weekend and weekdays activities.


Warmer/Lead-in, Pre-Listening, Test #1 and While-Listening. (9-14 minutes) • To set lesson context and engage students, to prepare students for the activities and make it accessible, to gauge students' prior knowledge of the target language and to provide students with challenging detailed, deduction and inference listening task.

- T asks one of the ss ( most preferably the st that the T aims to build further rapport with ) what did the st do in her/ his weekend. - T then, chests the flash cards in an order intended to pre-teach some vocabulary ( chosen based on the background awareness ) and asks several ss when do they do the indicated verbs or activities. that is to personalise the context. - T puts the first one or two chested flashcards on their place on the chairs which indicate the ss prediction of when they ( the activities ) are done. that is to set the task. - T : " now discuss and put these activities on the chairs. When do we do them ? " followed by ICQs. - T gestures standing up and hands the flashcards to the ss. - certain music will be played to attempt generating some desugesstopedic environmental features. - T monitors and tests their prior knowledge and take note of any difficulties. These previous steps are to be as a post listening activities where schemata is properly activated by asking ss about their own weekend and weekday activities. - T feedbacks. -------------------------------------------------------------------------------------- - T slightly changes the activity and makes it harder by adding more places to put the flashcards on. - T : " now, here are the Friday night activities of Lobna, and there is Hamed's activities, listen to the conversation and change the activities. " followed by ICQs, demonstrating the task is a must. - T plays a record and ss - while listening - reacts and changes the places of the flash cards onto the new correct places . this will act as a during listening activity for detail, however ss won't be reacting with texts, but realia, flashcards, the classroom materials and the board. - T monitors then feedbacks.

Teach and Test #2 (16-17 minutes) • To clarify areas of the target language where students had difficulty in the first test stage and check students' use of the target language again and compare with the first test.

- T hands out the written exercise and " now solve number A " - T monitors and quickly prepare the classroom for a specific feedback activity in which ss will use physical movement and move in indicated areas in the class to indicate their answer and the written activity is designed with the feedback activity to comprehension checking. this is done as an attempt to feedback in an organised and a more communicative way. - T feedbacks exercise A - T " now answer exercise B in Pairs " followed by ICQs if needed - T feedbacks in the aforementioned way. - T : " answer exercise C in groups " followed by ICQs if needed - T monitors and feedbacks - T, then, drill the LF in choral and individual drilling. - T may have to feedback the whole exercise at once.

Free practice (4-6 minutes) • To provide students with free practice of the target language

- T hands out the written task. - T sets the theme of the next task by saying " in this room, there is a prize or treasure for each one of you, but to get it, you must find 7 envelopes and deliver it to their owners " " then they will ask you a question, and you must answer to that question to get the piece of the puzzle " that is required for them to find their prize. - Ss then, after finding the pieces hang it on the board in its indicated place by OHT. - Ss find their prizes strapped to the bottom of the chairs.

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