Nazym baigaiypova Nazym baigaiypova

Nazym's lesson. Tell a lifew story
Elementary level


In this lesson students will practice past times phrases through listening task followed by discussion about students personal life stories


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Main Aims

  • To provide fluency speaking practice in a discussion in the context of SS' life stories

Subsidiary Aims

  • To provide gist listening practice using a text about Alice's life story in the context of life events
  • To provide specific information and detailed listening practice using a text about Alioce's life story in the context of l


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

to give ss a copy of the photos from Alice’s life. To elicit what things ss can see in the photos as a WG. Then to get ss to work in pairs to discuss: what different parts of Alicie’s like do you think the photos show? WGFB – elicit ss’ ideas. Answ: A.a girl looking at a letter B.people carrying a csnoe. C.a man on a motorbike. D. a girl riding a bycycle. E.teenagers in school uniform. F. New York in winter

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Listening for gist.To ask ss to order the pictures before they listen first. Then to play the recording and get ss to check their ideas. WGFB – elicit the correct order of the photos. Answ: 1D 2B 3C 4E 5A 6F

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Listening for details To preapre a table with the life events from Ex 2b with some space next to it: Alice’s Life: place/year of - London,1972 hobbies as a child - playing sports first job(what/where) - teaching sports to children at a summer camp in America travelling(who with/how) - with her boyfriend on his motorbike age graduated from university - 22 second job(what/where)- teacher in a secondary school in the UK when see Todd again- 13 years later third job(what/where) - nurse in a hospital in New York

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

To prepare a HO for the useful language. To tell ss they will listen for a last time and they should tick the phrases they hear. Peer check, WGFB He/She was born in (London) in (1972) He/She didnt study very hard at school He/She didnt go to University As a child,(Alice) loved (sports) When he/she was 18, he/she left school He/she graduated(From university) at the age of 22 in the end, he/she got a job (in hospital)

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Speaking. To prepare a the table with: YOUR LIFE. To give ss about 3 minutes to prepare notes. To ask ss to tick the useful language presented in the previous activity that they want to use. ICQ: are you writing long sentences or short notes? (notes!) To regroup ss into new pairs. Ss use their notes to tell their life stories. This is a completely ss-centered activity. Allow the ss lots of time to practice speaking for fluency (7 – 8 mins). Don’t interrupt them during the stage, T monitors and takes note of language use (particulalry mistakes using past tense) for delayed error correction. WGFB – nominate one or two ss to report back on their partners important life events. Write any mistakes on the board and elicit the correct form.

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