Jihane Amayou Jihane Amayou

Productive Skill : Speaking
Elementary A2 level


In this lesson, students will be practicing their oral fluency in the context of different life situations as things they did and have to do during the week - a to do list. Students will also be making a role play and conversations. This lesson will activate their schemata on the previous lessons that's related to give advices, and modal verbs "have and have to" and make use of it to practice their oral fluency.


Main Aims

  • By the end of the lesson, learners will be able to talk about different situations using the target language to improve their oral fluency.

Subsidiary Aims

  • To provide practice of language used for making a conversation in the context of different life situations


Lead in (5-5 minutes) • To activate Ss existing knowledge and general interests about the topic

T will put visuals on the projection to elicit ideas related to the context from the learners Ss will try to brainstorm ideas from the images on the projection and react to it

preparing to speak (10-10 minutes) • To provide organized ideas, notes and a model of the task

In pairs, T will ask Ss to make a list of things: they want to do/ have to do/ during the week T will invite Ss to write some of their "to do list" or "done list" on the board T will make Ss react to the answers on the board as a WC feedback

Useful language (10-10 minutes) • to provide and clarify language which learners may find useful for completing the speaking task

T will highlight the useful language was used by Ss and elicit the meaning from them T will give Ss a handout of the useful language used as a model for Ss to help them for the next task T will clarify the useful language from the handout from Ss and do more clarification if needed

Speaking task (10-10 minutes) • To provide students with an oral fluency practice in relation to different situations

T will have a cup with different small folded papers that have different situations for students to talk about and make a conversation out of it. T will firt put Ss in a group of 3 ( this can be changed depending on the attendance) T will ask one of each group to come and choose a paper and go back to their groups T will ask Ss to choose someone to act the situation in their groups when the others will have to ask what happened and react to give a sort of an advice and things to do or don't T will be monitoring and taking notes of the error Ss made when speaking.

Feedback and Error correction on the oral task (10-10 minutes) • learners will Compare the results of the task, provide feedback on the content and language feedback based on the task

Ss will have a WC class feedback on the task, in which other groups will be given their opinions and advises about the other group situation. Afterwards, T will write the errors on the board and make Ss first try to correct them T will correct the errors herself if Ss couldn't do it T can go sentence by a sentence.

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