Mustafa Bayoumi Mustafa Bayoumi

Talk about your life, Speaking
Beginners level


In this lesson Ss will practice some useful language; (wh) questions in the pasr simple to help them speak about their weekends in terms of conversations.


Abc google pictures
Abc Hand-outs

Main Aims

  • By the end of the lesson Ss will be better able to talk about their last weekends
  • To provide fluency and accuracy speaking practice in a conversation in the context of past experiences

Subsidiary Aims

  • (Wh) questions in the past simple


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

on the two sides in the classroom, T hangs pictures of someone in their last weekend and sentences describing those pictures. Ss in two groups have to match the pictures with the sentences. Each group checks the work of the other one. T elicits correction if needed in FB then praises. ICQs : How much time do you have? 3 minutes Are you working in pairs? No. In groups. How many groups? Two Are you matching the sentences with the pictures? Yes.

Exposure 1 (3-5 minutes) • To generate ideas to speak about and give a model

Ss are separated into A&b. T gives A some questions about someone's last weekend and B the answers and they have to match the questions with the answers. Once they finish they have to exchange roles. T receives FB, elicits correction if needed and praises. Are you working alone? No, pairs. Are you matching the questions with the answers? Yes. Are you having 5 minutes? No,three

Exposure 2 (4-6 minutes) • To generate ideas to speak about and give a model

Ss in pairs are divided into A&B. T gives A questions. A asks and B answers and vice versa. Once they finish after 2 minutes they have to stand up to exchange partners, in turns, to increase the exposure. Meanwhile, T monitors for hot correction as he will follow Test Teach Test in the useful language stage. T receives FB an praises. Are you working alone? No, pairs. How many minutes? 2 After 2 minutes are you changing partners? Yes.

Useful lnaguage (4-6 minutes) • To clarify the language Ss may use in the productive skill (speaking)

T follows here the technique of Test Teach Test. T started already that in the previous procedure monitoring collecting information about errors. T writes those errors on the WB and asks Ss to add what they might not understand in the previous task and T writes on the WB. Then, T splits Ss in four groups to give them time to teach each other. T receives WCFB and elicits correction and clarification if needed and finally praises. ICQs Are you working in groups of five? No, four. Are you correcting and explaining? Yes. How many minutes? 3

Speaking (15-18 minutes) • To practice their oral fluency in relation to their last weekend

T splits Ss into two groups A&B. Group A stands in a circle with their faces out. group B stands in another circle around the first one with faces in. Group A asks and B answers. Circle B moves to the left to exchange partners after each minute. Then, circle A asks and B answers. Meanwhile, T monitors for delay error correction in the next stage. Finally, T receives WCFB and praises. ICQs T stages the instructions as they are complicted for beginners and checks the execution. Is group B asking now? Yes after each minute's time T asks for moving, and when all Ss in Group B ask all in A. Is A asking now? Yes

Feedback and Error correction (4-6 minutes) • To provide feedback on students' production and use of language

T writes the errors he collected in monitoring on the WB and elicits correction from Ss. Then, asks Ss in pairs to ask and answer using the corrected language on the WB and T monitors collecting any information for further improvement in the following lessons. T receives WCFB and praises

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