Taher Bahrani Taher Bahrani

Speaking skill: A typical day
Beginners A1 level

Description

In this lesson the students learn how to ask yes/no questions about daily activities. They learn how to ask from each other and about a third person. They learn how to give more information for yes/no questions.

Materials

Abc Teacher's made
Abc Some pictures of the teacher himself
Abc Face to face second edition, Cambridge University Press 2013

Main Aims

  • To provide the students practice asking and answering yes/no questions about themselves and a third person in the context of a typical day

Subsidiary Aims

  • To provide clarification and practice the yes/no questions in simple present tense

Procedure

Stage 1 (Lead in) (4-6 minutes) • To set the context of the lesson and make the lesson interesting for the students

Ask the students to watch some photos related to daily activities. Elicit the full sentence from the students for each photo. After each picture, ask the students to say the same about themselves one by one.

Stage 2 (reviewing simple present satetments and yes/no questions with do/does) (5-7 minutes) • To assure that the students know how to make yes/no question with "Do/does" in the context of "a typical day"

Infer yes/no questions with "Do/does" by showing the students pictures of daily activities with a question mark. Students ask the yes/no questions from each other to elicit yes/no answers. Show pictures of a third person to elicit the sentence and the related yes/no questions from the students. Feedback. MFP.

Stage 3 (Puzzel game to practice "do and does") (4-5 minutes) • To draw the students attention to word order in statements and question form

Divide the students into two groups. Give each group some cards with a particular color on which a word is written. The members of each group should put the cards in order to make semantically and syntactically correct sentences. The group that finishes soon is the winner. Feedback.

Stage 4 (Speaking activity) (5-7 minutes) • To give the students more speaking practice asking yes/no questions with "Do"

Divide the students into two groups as "A" and "B". Each group members receive a piece of paper on which some yes/no questions about their daily activities are written. The students complete the questions using auxiliary verb "do" with an appropriate verb. Put the students in pairs; one from each group ask the questions from each other and check the boxes in the second column. The students give more information to answer the questions. The students mingle around and tell each other about their partner. Feedback

Stage 5 (free time activity) (8-10 minutes) • To give the students more speaking practice with "does" in the context of a typical day

Put the students into pairs, A and B. Write the first sentence from student A's worksheet on the board and elicit the positive and negative form of the verb in the bracket by pointing at two students and saying the sentence. Students think about true sentences about their partners without facing each other. They face each other and ask and answer questions about the sentences on the worksheet. They put tick if their sentence is correct and cross if their sentence is incorrect. They mingle around to tell each other about their partners. Feedback

Stage 6 (if time) (5-6 minutes) • To practice more speaking using the target language in the context of "free time activities"

Show the students what you do in your free time and the students say the sentences. Ask the students to talk about their free time activities in pairs. Repair them if possible. Students tell each other about the free time activities. They mingle around and tell other students about their partner.

stage 7 (feedback and error correction) • To correct the students errors

The teacher gives the students feedback during the activities. The errors are corrected using peer correction and hot error correction techniques.

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