Tufan Öner Tufan Öner

Lesson Plan Family weekend activities
Beginner, A1 level


Main Aims

  • Ss will be able to brainstorm and communicate about their family weekend activities by using a number of strategies such as taking notes, skimming, scanning, preparing to speak.

Subsidiary Aims

  • Ss will be able to recognize a stress pattern, linguistic items and produce newly learned target vocabulary in a contextualized, personal and interactive way.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T starts the class by asking Ss’ favourite free time activities and writes them down on the board. ICQ: What are your favourite free time activities?

Exposure (12-13 minutes) • Ss will be able to recognize the stress in a sentence, discover a linguistic item by discussing in pairs. Ss will be able to improve their pragmatic skills by noticing different ways to answer to Yes/No questions.

First, Ss are asked to listen to 4 dialogues (Activity 1A) and asked to fill in the table (Activity 1B) related to questions and answers in the dialogues in PW. The table aims to draw Ss’ attention on linguistic consciousness and lexis. ICQ: Which words are same in the questions and answers? ICQ: What words are only in the questions? Later, Ss are asked to pay attention to the phonetics and highlight the stress of some answers (Activity 1C). T scaffolds the activity by reading them out. ICQ: Which words are stressed in these sentences? Say it aloud and circle the stressed words. In Activity 1D, Ss are supposed to match the questions to the given answers. T plays the audio for Ss to check their answers. Moreover, they are encouraged to notice different ways to answer to YES/NO questions (Activity 1E). I: Look at the answers. Read the questions. Match the questions to the answers please. In Activity 1E, Ss are to notice other ways to answer YES/NO questions. I: Now! Look at only answers. What other ways can you say?

Pre-Reading (4-5 minutes) • Ss will be able to skim the text to understand the general meaning of each paragraph.

In Activity 2A, Ss are asked to read the text quickly and match the pictures to what people are saying. I: Read the text quickly and look at the pictures. ICQ: What are people saying? I: Match the paragraphs to the pictures below.

While-Reading (6-7 minutes) • Ss will be able to scan the text for specific information. Ss will be able to discuss and decide on a title.

Ss are asked to read the text again to look for specific information from the text(Activity 2B). Lastly, they are asked to discuss in PW and decide the title of the text (Activity 2C). I: Read the text more carefully. ICQ: What are the activities? When are they doing them? Where do they go?

Vocabulary (5-6 minutes) • Ss will be able to identify key lexis by matching them to visuals and their explanations.

In Activity 3A, Ss are to match the pictures to key lexis presented in the text while in Activity 3B they are supposed to match the target vocabulary items to their explanation. I: Label the pictures with the words in the box.

Post-Reading (13-15 minutes) • Ss will be able to communicate and produce the newly learned language by using strategies such as taking notes, planning the questions.

Ss are going to work in PW. Student A is responsible for preparing some questions to ask her/his partner in 5 minutes. The questions are based on the weekend family activities (Activity 4). Ss are encouraged to ask specific questions to elicit a variety of language from the partner. Student B on the other hand is responsible for describing her/his weekend family activities & answering the questions. In 5 minutes, they are to make notes and prepare their speech. Later on, the question and answer session starts. ICQ: What do you want to learn? I: Think about some specific questions. ICQ: What do you generally do at the weekend with your family?

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