Turan Yagublu Turan Yagublu

Teaching Practice 2b - Evenings and Weekends
Elementary level


In this lesson, SS will develop their receptive skills in Listening by doing exercises regarding Vocabulary to begin with in order to get familiarized to some commonly used phrases that contain words which they have already been introduced to in previous lessons, and later reinforcing this knowledge with Listening exercises, all in the context of Free Time Activities.


Abc Face2face Elementary Student's Book CD3
Abc Handouts photocopied from Face2face Elementary Student's Book pg. 126, ex. V3.2
Abc Handouts photocopied from Face2face Elementary Student's Book U-3B pg. 24 (ex. 1-4)
Abc Projector
Abc Exterior Speakers
Abc Computer (including photos in it)

Main Aims

  • To provide deduction listening practice for SS using a text about conversation between two people meeting at an office party in the context of Free Time Activities.

Subsidiary Aims

  • To provide SS with practice of free time activity lexis such as "go shopping", "eat out", "go for a drink", etc. in the context of a conversation at an office party, so that when they hear these phrases during Listening exercises, they will understand what the words mean. Another Sub Aim is to familiarize SS to usage of "do/does", "don't/doesn't" both as auxiliary verbs and the infinitive in the same conversation about activities being done in free time. Pronunciation is the third sub aim as it will help SS to be able to use and practice the words they hear in recordings and see on texts. Also, SS will see and hear examples where prepositions "in, on and at" are used. But these will only be gone through in an introductory, rather than grammar level.


Lead In (5-7 minutes) • To introduce the lesson, build the context

- Introduce yourself - Show photos with projector from the computer - Photos will be my pictures doing four different free time activities on each photo - Introduce the terms "free time" and "activity" on the board - Ask the class if they know what these are - Elicit an answer like "Free time is when you're not working. Usually evenings and weekends." - Tell the class: "Activities are the things that we do in our free time." Give them examples: "going to the cinema" and "meeting friends" - Elicit more phrases similar to above from SS

Warm Up (4-5 minutes) • To create interest in SS about the context

- Point to my photos on the board (from projection) - On the photos, there is me 1. Listening to music, 2. Reading a book, 3. Watching a film, 4. Having tea with friends - "These are some of the activities that I do in my free time." - Write under one photo the name of one of the activities with the help from SS - Invite 3 volunteer SS to the board and ask them to write the name of the activities under the remaining three photos

"Ticking" and "Match The Words" examples (10-12 minutes) • To check SS' previous knowledge on the topic / To familiarize them to the topic

- First explain the SS what to do by showing them the "Ticking" handout - Tell them that they need to tick the phrases (activities) that they know (are familiar with) on the exercise - Show them what "tick" means by drawing it on the board - Give them the handouts - Instruct them to do the exercise by themselves - Give SS 2 minutes to complete the exercise - Monitor them - Check which phrases majority of the SS don't know - Record them if possible - Explain SS to match words with photos for the new example by showing it on the sheet - Demonstrate the first example by saying it out-loud - Instruct SS to check the answers in pairs after they complete the exercise - Tell them they have 4 minutes to finish - Hand them the sheets - Monitor - Check answers with the class after time is over by talking to the WC - Write on the board, "eat out = go out to eat", "stay in = stay at home" - Explain by gestures that these phrases have the same meanings - Write on the board: Phrases that come after "go": * Go for a drink * Go to the cinema * Go to concerts * Go shopping (not go to shopping) - Ask SS: "Any other phrase you know?" - If they can't answer, add one more by yourself: "Go for a walk". Show meaning by gesture - Choral drill these phrases

Ex. 1b. "What are your favorite things to do on Saturdays?" (9-10 minutes) • To make SS apply the knowledge they learned

- Put SS into pairs. Ask them to write with the person sitting next to them their 5 favorite activities (it could be phrases from ex. 1a or their own ideas) that they do on Saturdays - Give them 3 minutes - Ask three SS, one by one, to share their answers. Write their names on the board - Under names, write their favorite activities (the ones they shared with the class) - Ask them also to write two things that they don't like underneath - Then choose among their liking lists an activity and ask them "Do you like ...?" - By several drills, teach them to say "Yes, I do." - Then choose among the other lists, an activity that they don't like and ask them "Do you like...?" - Similarly, with the help of several drills, teach them to say "No, I don't." - With projector, from computer show pictures of things you like on the board. I like I don't like Cycling Eating tomatoes Drinking wine Eating aubergines Coffee Justin Bieber Michael Jackson Mosquitos Monica Bellucci Cockroaches - Ask learners to ask me "Do you like ...?" questions. And I answer "Yes, I do.", "No, I don't." - I ask them too. They also answer - "Do you go for a walk in the evening?" - "Do you go to the cinema at the weekends?" - "Do you play the piano?" - "Do you play the violin?" - "Do you play the guitar?" - "Do you read books?" - "Do you listen to jazz music?"

Tanya and Robert (10-15 minutes) • To set the context for the listening activity coming up

- Projector: Show the photo of Tanya and Robert from the worksheet to SS - Tell SS: ''This is Tanya and Robert." - Ask them: "Where are they? Do you think they are good friends? What do you think they are talking about?" - Tell them to think about these with the person next to them (in pairs) - After 2 minutes, ask some SS about their answers (What they came up with) - Listening. Ex. 3a) - "Now I'm going to play a recording. You'll listen to 5 questions that Robert asks Tanya at the office party." - Give SS handouts - Give SS some time to read the questions on the handouts - Explain by pointing with your finger on the sheet that they need to fill in the blanks by listening to the recording - After saying "Are you ready?", play the recording (R3.4). SS listen and fill in the gaps - After they finish listening, check answers with the class - Invite volunteer SS (five of them) to the board to write their answers. Aftery they do, ask the class if they agree with these answers (Do not erase the board for a while) - Tell SS that you're going to play the recording again. Ask them to pay attention to how Robert says "do you" in his questions - Ex. 3b). Play the recording once again - After it's finished, ask SS if they noticed how Robert pronounced "do you" in questions - Do a choral drilling for the questions that Robert asked (still on the board) - Extra exercise (if time is left). Ask SS which words are stressed in questions 1-5 in ex. 3a. (answer: 1. drink and work, 2. evenings, 3. out, 4. weekends, 5. concerts - Play the recording one more time for SS to check their answers - Ask SS if "do you" is stressed (it isn't) - Highlight the words on the board that are stressed with the help of SS. Elicit the answers from them

Further listening and context (10-15 minutes) • To check SS' ability to understand and deduce meaning about certain details from listening to a conversation

- Before giving SS handouts, instruct them (by showing the handout) to check whether the sentences on the sheets are true or false after they listen to a recording. Ask them to write "true" or "false" next to those sentences after listening - Give them the handouts for ex. 4a - Give them time to read the sentences and check if they understand the new words "same", "office", "a lot" and "together". Explain them these words with gestures - Tell SS to get ready for the listening - Ex. 4a - play the recording R3.5 - Students listen, then write "true" or "false" next to the sentences - Check answers with the class (WC). Ask them reasons for their answers - Ask students to correct the false sentences - Ask a volunteer student to write the correct forms of the false sentences on the board. If he/she can't write, help them - Ex. 4b - instruct SS by showing the handout that they need to circle Tanya's answers to Robert's questions. Point out that the a. and b. options in 1-5 in 4b are Tanya's possible answers to Robert's questions in 3a. Make sure SS understand the instructions. Ask ICQs - Play the recording R3.5 again - Students listen and choose the correct answers (a or b) - If SS want, play the recording one last time - Check answers with the class out loud (WC)

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