yahya yahya

Yahya Elsayed 4nd August 2017 . Demo unit 2A
Pre-Intermediate level


This lesson continues with the same general context as the previous two and provides the opportunity for Ss to practice the vocabulary and grammar from the previous lessons more freely in speaking. It also provides more supporting vocabulary about holidays.


Abc picture on SB p.13, EX 6
Abc Gap-fill handout
Abc ppt
Abc Ss Bk p.153, ex 2 & 3

Main Aims

  • To provide Ss practice in speaking for flunecy and accuracy in a conversation about their last holidays.

Subsidiary Aims

  • To revise the past simple of both regular and irregular verbs. To provide Ss with practice of vocabulary in speaking for fluency by interviewing each other about their last holiday.


Warmer/Lead-in (3-5 minutes) • To activate Ss existing knowledge of the topic. To get Ss interested in the topic of the lesson.

T will act as if he has a call and ask his students to stop talking as it is an important one. He will talk about his last holiday in clear voice, so students will listen unwillingly to the call. T asks his students some questions about the topic of his call: What was my call about? How was my last holiday; fantastic, nice, or horrible? Where did I go? Where did I stay? What was the weather like?

Exposure (8-10 minutes) • To provide Ss with a model for their speaking.

T will use TsBk .p.165, EX 3 b Grammar gap-fill to give Ss practice of past simple and provide a model for speaking. T will set a gist question first so Ss get a general understanding before looking at anything else. T will ask students: Did Ruth have a good holiday? T tells students to put their pens down and read without filling the gaps. After FB, Ss can read again & fill in the gaps in pairs. WCF

Useful Language (8-10 minutes) • To provide and clarify language which learners may find useful for completing the writing

T encourages students to notice hoe Ruth describes her holiday in the gap-fill, to show her feelings. Teacher will make a spidergram with some elements representing main features of Ruth's holiday and her feelings about it. T divides the Ss into two teams to fill in the gram. FB T asks Ss to go to p.153, and look at the verb phrases. Make sure Ss know what these words mean and how to say them. Then, get Ss to do ex a in pairs. Feedback : Give Ss an answer key , and have them check. In small groups, they will do ex 3. WCF

Productive Task(s) (12-15 minutes) • To give Ss practice their oral fluency in in relation to their last holiday.

T asks Ss to go to p 13, speaking ex a & b. T asks Ss to look at the questions. Elicit what the missing words are (did you in most questions and was I were in others). Ss work in pairs to write the questions first. Check and drill the complete questions quickly round the class. Give Ss time to think about their answers to the Questions. Tell them that they can talk about another holiday they remember well, not necessarily their last holiday or they could talk about a holiday where they were in the right place with the wrong person. Give Ss enough time to make notes or write full answers to the questions. Focus on the Useful language for showing interest and go through it with the class. Model and drill the expressions and encourage Ss to use appropriate intonation. Put Ss in pairs, A and B. As answer Bs questions. Bs must try to show interest and ask for more information. Monitor and correct. Ss swap roles. Get some feedback from the class

Feedback and Error Correction (3-5 minutes) • To provide students with feedback on production and language.

T provides Ss feedback on the task. Do some delayed error correction by writing some of the errors on the w/b for them to correct. Do general feedback on the task asking : What questions can we use to ask someone about their holidays?

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