Zeinab Nabil Zeinab Nabil

useful phrases
Elementry level

Description

In this lesson students will be introduced to and practice useful phrases and listening associated with some conversations concentrating on showing interest in the context of weekends. The lesson will start with asking my Ss about their weekends then telling them my story about my weekend and get their responses. Students are going to do an exercise and match the responses with the appropriate emoji on board. Students will practice listening to the conversations and match the appropriate responses . They have to classify the phrases to positive and negative responses in the following exercise.Moreover,there are some follow up questions to be dealt with folowed by another listening. A free activity at the end making conversations with partners to ask and get appropriate responses for some good or bad news

Materials

Abc cards including different responses and questions.
Abc cards of emoji
Abc face to face elementary book
Abc handouts

Main Aims

  • To provide clarification and practice of language used for useful phrases in the context of weekends.

Subsidiary Aims

  • To provide specific information of how to show interest through listening practice using a text about showing interest and responding to different news in the context of weekends.
  • To provide fluency speaking in a conversation in the context of weekends.
  • To allow students an opportunity to use the target functional language in a meaningful, real-world context (conversation) .

Procedure

Warmer/Lead-in (0-5 minutes) • To set lesson context and engage students

1. T greets the Ss .2. T asks the Ss , " Have you ever had a different weekend other than going out with friend ,staying at home; some thing like a trip or going to strange place?.3. T hang on board two emoji and explain them and the game to the Ss .T tells them,"I'm going to tell you a story about my weekend in Italy. I'm gonna tell the story and when I stop you should give me one of the responses on these cards and read it then stick it to the right emoji.4.T demonstrates the first example.5. Students choose the suitable response flash card and they stick it on the board at the right emoji.

Exposure / Highlighting (6-12 minutes) • To provide context for the target language through a text or situation and draw students' attention to the target language

1.T distributes the HO.2. T says, "Look at this exercise you have a minute to read it , then we will listen to the conversations again and you are gonna match the sentences with the right response".3. T asks ICQs ,"Are you gonna match or write sth?, are you gonna work alone or in group?, Are you gonna listen to sth? ". T demonstrates the example.T plays the record.4.T gives FDB and T asks CCQs about shame and joking like,"Is he feeling sad?, Is there sth bad had happened?, "Is he very surprised about sth?.

Clarification (10-22 minutes) • To clarify the meaning, form and pronunciation of the target language

T points to the cards on board and asks for example," where is the response "Oh, dear" on board, at which emoji ?Ss, " at the sad emoji".T," Is he sorry for sth?". Ss,"yes".T does the same with other responses on board to explain "sorry for, happy for,surprised. T says , " now look at the HO and fill in the table .T demonstrates the first example.T gives FDB.6. T shows them the intonation by using" Oh, really " in different intonations;interested and uninterested.T writes them on board and draws the line of intonation.T drills the responses chorally and individually. Ss moves on to work in pairs in next exercise. T asks Ss, " Where did you go at your last weekend?" T ,"now look at this exercise it's about the same kind of these Qs.Work in group and fill in the gaps with did,was, or are."T asks ICQs,"Are you gonna work aloneor in group?, "Are you gonna choose between three words or more?, What are these words?" T receives FDB.T drills the Qs chorally and individually .T,"now these are things that you want to ask someone about .Choose from the previous Qs to ask him about.T demonstrates the first example".T asks ICQs "Are you gonna write any questions or choose from these ones?.T gets FDB.T plays record and ask Ss to find similar Qs.T gets FDB.

Controlled Practice (22-24 minutes) • To concept check and prepare students for more meaningful practice

T,"look at EX (9) and make notes on these sentences."T demonstrates the first example.T gives ICQs ," Are you gonna write long scentences or just small note?"" How much time do you have?"" two minutes. gets FDB.

Free Practice (24-30 minutes) • To provide students with free practice of the target language

T says,"use the previous Qs to work in pairs ask, answer , and give responses.You have a minute to think of the Qs." T monitors and takes notes of mistakes. T gets FDB.T pays attention to the mistakes.

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