Indoor and outdoor activities
• By the end of the lesson ss will have been exposed to controlled and free practice in the context of talking baout indoor and outdoor activities
to practice speaking and use the target language in a meaningful context
Procedure (35-35 minutes)
T introduces 4 pictures; two of them are about indoor activities and the other two are about two indoor activities. T asks ss to describe the four pictures telling her what they can see. Then T asks ss to tell her which one they prefer and why.
Provide the students with a controlled practice. Distribute a list of definitions. Ask them to work individually to find the words that match with these definitions. Then ask them to check their answers in pairs. As a follow-up, check the answers together.
divide ss into two groups give each group slips of paper that has indoor and outdoor activities. each team has to stick the slips of paper under the category they belong to. T then check the answers and discusses the meaning of every word and phrase. Provide CCQs where appropriate. Drill some words and phrases. T then gives each team blank pieces of paper and asks each team to write down 4 examples for other indoor and outdoor activities. Then T asks them to stick their examples on the board. then T elicits how ss can speak about these activities in full sentences.
T gives each ss a paragraph about Liza who is talking about the outdoor activities she likes and why she prefers outdoor activities more than indoor activities. T reads the paragraph out loud for the ss but makes mistakes while reading. Ss should shout out STOP! once they find a mistake and correct it for the teacher.
T distributes a questionnaire. Ask students to work individually and answer the questions they have. then in pairs, ss talk about the ideas they have mentioned in their questionnaires.