Let's! Shall we?
Elementary level


In a speaking/listening functions lesson, students will learn to ask for and give suggestions in the context of birthday gifts. They will also agree, disagree or express that they are unsure about suggestions and practice giving and receiving gifts.


No materials added to this plan yet.

Main Aims

  • To provide accuracy speaking practice giving and responding to suggestions in the context of birthday gifts

Subsidiary Aims

  • To provide clarification of modal verb: shall, let's in the context of a dialog


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

As I am immediately following Yusuf I expect I will skip the warm-up and immediately begin pre-teaching the listening. I can quickly test their knowledge of let's and shall before putting up my visual by saying "Let's stand up! Or shall we sit down?" "How do we use let's?" "Does anyone one know what the 's represents?" "When do we use the word shall?" "These are some things we will explore today..."

Pre-Reading/Listening (6-8 minutes) • To prepare students for the text and make it accessible

I will show the students a picture of the couple in the forthcoming dialog with the title above it "What shall we get him?" and the instructions for the first listening. I will elicit information about the title and the word shall, the couple, setting, time of day. I will then read the instructions for them and ask ICQs "what are we doing?" " Are we writing anything?" (Merely listening to the dialog and determining what gift the couple decides on).

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

After a first listening I will write "what do they decide to buy" on the board and have the students discuss what they heard with a partner, tell each other what gift they settled on. I will then ask the class to answer specifically until all agree "a Simpsons DVD". (3-4 min) I will then show them the gap fill handout and explain "listen again and fill the gaps" and distribute. After the second listen they will peer check and I will pick students to read each line. I will ask the class to confirm and make corrections as necessary.

While-Reading/Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I will introduce and give them a gap fill handout that profiles the target language. I will display answers on the board or give them an answer key. I will then play a recording demonstrating the language which they will repeat. Next students will pair up and practice the full conversation using the actual date and try to memorize their role until they cease reading it. I may then choose a couple of pairs of students to perform it in front of the class.

Post-Reading/Listening (12-14 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

In the final part of the lesson I will put them into 4 or 6 groups, choosing by month or season of birth. Groups will make thorough lists of typical birthday gifts. I will then match each group with another group for a gift-exchange exercise where individuals will be matched with someone from their partner group. Together the group will decide upon a gift for the members of the other group at which point the person presenting the gift will draw it for their partner-to-be. I will demonstrate giving a gift to a student and solicit what he/she should say and write examples on the board. "Thanks! It's lovely." etc. They will then exchange gifts using profiled or similar language. I have a similar gap fill dialog from the workbook if time or necessity requires it.

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