Nilay Artemel Nilay Artemel

Speaking Lesson
Elementary level


Main Aims

  • To give students practice in speaking for accuracy & fluency in the context of typical friends and free-time activities.

Subsidiary Aims

  • To give the students controlled & semi-controlled practice of simple present yes/no questions. To consolidate & give students the opportunity to practice free time vocabulary.


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

Teacher talks about things he/she does with his/her friends and asks students what they do with their friends. Teacher nominates students to get some answers.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Teacher writes the examples from the book on the board. -Talk about personal things -Watch TV -Travel -Speak English -Eat at restaurants -Go shopping -Play sports -Go to work Teacher checks for unknown vocabulary by reading the sentences and asking for the meanings.

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

1- Teacher forms groups of three and distributes the worksheets. Students will complete the questionnaire about themselves and their two partners. They will put ticks and crosses to the answer columns. Teacher monitors by walking around the classroom and checking students use of language. After they are finished, teacher nominates three or four pairs to read their findings by forming sentences using Present Simple. 2- In this activity, teacher explains students how they will interview each other. In pairs, students will ask each other questions about things they do with their friends and write it on the piece of paper teacher distributes.Students will ask the following questions to each other: -What do you do with your friends in your free time? -Do you play sports with your friends? After giving the necessary instructions, teacher distributes pieces of paper to the students. Students talk to each other for 5 minutes and write about each other. Teacher walks around the classroom and monitors. Teacher takes notes of the errors he/she hears. After they are finished, students will come to the board to present their answers about their partners.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Teacher writes some of the errors he/she heard on the board and corrects some of them. Then, teacher asks students the mistakes in the sentences. Teacher nominates students and tries to get the right answers.

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