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Elementary- A1 level


In this lesson , Students learn to use the function of suggestion forms in English language at elementary level. Students listen and practise the use of suggestion forms in a conversation.


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Main Aims

  • To understand and be able to use the function of daily life suggestional forms in the context of a daily conversation about getting a birthday present for someone.

Subsidiary Aims

  • To practice listening and speaking of daily life suggestional forms and provide fluency in the context of suggestions.


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

They see a picture of a birthday cake. We ask them what it is. When they answer, we answer what we give at someone's birthday to elicit "a present". We ask the question "What do we give as birthay present?" and receive some FB. We anticipate the forms that will be practiced with some early sentences as "I give my mother ...", "I give my father....".

Before listening (8-10 minutes) • to prepare student to the understand and function of TL in the listening

Ss. will have the necessary vocabulary about birthday. Teacher will write on the board, elicit, clarify and drill for P and Stress: present birthday cake Ask CCQs.

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

Tell Ss that they are going to listen now Tanya and her husband Simon. Write their names on the w/b. They speak about what to buy to their friend Tom for his birthday. [Tanya and Simon will buy a present to Tom. But what? We listen and tell]. Students will listen and tell what are the husband and the wife decide to buy. [What present do they buy to their friend?] Get FB in open class [what?] write it on the w/b. Check who says. Show w/b [Tanya or Simon?]

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Show Ss the H/O of the tape transcipt.{I give you the copy of what they say. Tanya and Simon. Ok? ]. Show the w/b. [But there are some gaps. What are gaps?] Write on the w/b: Today is ............................ [this is a gap]. Ask and elicit from the Ss. Let one write the date. [In this text, there are gaps, and we will fill the words listening again. We listen to Tanya and Simon once more] Distribute the H/O and tell them to READ. Ask ICQ [what we are doing in here?] showing the blanks. Make the listening. For FB give the the dialogue in two parts: Make one of each pair TANYA, and the other SIMON and go fetch their dialogues at two different places in the class and the TANYAs find a SIMON and SIMONs find a TANYA and to read each other to have all the transcript.

Practice1 (8-10 minutes) • to practice the target language

Tell one of the TANYAs to give a birthday present idea. [What are they going to buy to Tom? A DVD ? How does she say that? ] [Let's buy him a DVD.] Get the drill. Give Pronunciation and Stress. [What shall we buy him? Let's buy him a DVD.] Call one and make a model: [Tomorrow it's my sister's birthday. What shall we buy her? Let's buy her...] and elicit the swapping : [Do you have a sister? Yes? When is her birthday?.......... What shall we buy her? Let's buy her........] Tell them to do the same task in pairs.

practice 2 • To practice second part of the target language

Ask one of the Ss. [what shall we get to my daughter for her birthday? Let's get her.... ] Elicit: [I liked your idea, what do I say: That's a good idea. I'm in the middle: I'm not sure. I didn't like your idea: No, I don't think so.] [What about... ?/ How about....?] Write everything on w/b. Drill. Give instruction so the Ss do the task with the new options.

follow-up task • To provide students with freer production of the target language

Ss make groups of four. They will talk and choose a present for somebody. When they decide on it, they are going to draw it; write its name below and stick on the wall. When everybody finishes, they will tell what is their present and why they chose it. Time it.

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