Sahar Sahar

Going out
Pre-intermediate level


In this speaking session my students will be given the chance to talk with their partners in controlled and freer practices. They are introduced to the topic by some general questions about what they do in the evenings or at the weekend. then the T provides some


Abc Functional language HO

Main Aims

  • To provide fluency and accuracy speaking practice in conversations, pair and group works in the context of going out in he evenings and at the weekends

Subsidiary Aims

  • To provide practice, clarification and review of language used for invitation and suggestions in the context of inviting friends and suggesting going out to others.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T sets the scene by putting pictures of people going out in the evening or at the weekend and asks the following questions from the class: Where are these people? What are they doing? Are they at work? Are these activities for social life? To elicit that they are out and having fun with their friends.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

a) T tells the Ss that they will read a text about how British people spend their free time and match some phrases with their definitions.and then answer three questions. Ss read the text and check their answers with their partners. T provides the AK. b) T writes age variations on the board and writes a model sentence using 'useful language' from the previous text on the board or gives them ona HO. T drills the examples of the useful language. Q: What do people between 14-15 usually do? A: It varies. Some of them go to the cinema. Some other parks with their friend A: It depends on where they live. in big cities they go to cinema. In smaller cities they go to the parks. A: On the whole, they go to the cinemas or parks. Ss talk as T monitors the activity and notes down examples of good language as well as errors for later feedback session.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

a) T writes a model sentence from the functional language HO on the board and invites a volunteer to come to the board and underline the correct answer. T asks the C if the student chose the correct answer. T tells the class to do the rest of the examples on their own and check their answers with their partners. T provides the AK. b) T drills the functional language sentences and write one example with positive and one example of negative answer on the board. T drills other P/N answers and highlights the stress on the board. c) T tells the class that They should complete the gaps in exe 2 with correct forms of verbs. T models one sentence on the board and elicits for the correct answer. Ss do the activity and check their answers with their partners. T provides the AK.

Productive Task(s) (5-15 minutes) • To provide an opportunity to practice target productive skills

a) T puts Ss in new groups and ask them to invite and suggest using the prompts for the cinema in useful language HO and give each other P/N answers. T monitors the activity for the possible errors. b) T tells the class to substitute the cinema with park, restaurant, cafe, shopping, etc. and ask each other similar questions giving positive and negative answers. c) T tells the class to mingle and ask the same questions with different prompts. d) T tells the class to mingle again and talk about their usual weekend activities. e) T monitors the activities closely for the examples of good language and possible errors.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

T writes examples of good language and errors made during Ss activities and praises the Ss for the usage of good language and elicits the correct form for the errors.

Web site designed by: Nikue