Weekend activities
Beginner level


In this lesson, students learn how to name daily activities, and to recognize them (as well as focus on them) when listening to people talk about their weekends or holidays


No materials added to this plan yet.

Main Aims

  • To provide specific information listening practice using a text about Weekend activities

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of weekend activities


Warmer and Lead-in (5-8 minutes) • To set lesson context and engage students

I will ask the students this question: ''did you have a good weekend?'' and will ask a few individual students ''what did you do this weekend?'' as well as some follow up questions: ''did you stay at home, or go out?'', ''what was the weather like?'' The aim here is to elicit language from them, and to see what kind of language (vocab and grammar) they are able to produce. I would like to see if they know some of the target language I will continue with a brainstorming activity: ''what do people like to do, at the weekend?''. I will give them a few minutes to discuss this question in pairs, then as a whole class. I will write down their ideas on the board. I will give students hand outs with pictures, and a list of activities. I will ask them to match the pictures to the activities (in pairs) For the feedback, students will be invited to the write their answers on the board

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

The cline in exercise 1 will be drawn on the board. Teacher will nominate some students and ask them where they are on this line...whether they often stay at home at the weekend, or if they go out a lot at the weekend... Teacher writes on the board: 2 = often, 1 = sometimes/ not often, 0 = never They will then be given the quiz, and will be asked to do it individually, They will then work in pairs (exercise 1.b: at the weekend, do you....?'') and ask each other questions to get the answer. Teacher will model the first one with one of the students: eg. do you cook often cook meals, at the weekend? I sometimes cook meals but not often (1) For the FB, teacher will ask pairs to present their answers on their partners.Teacher may demonstrate by writing the numbers (2,1,0) next to the activities written on the board, and makes sentences about himself

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

Draw three faces on the board, with their names below (Connie, Andre, Olga). Ask the class to confirm who they are Then play the recording. Ask students what they remember about each character's activities and write them down on the board below their names Play the recording again. Give students time to write what they remember. Nominate students to give the information they remember. (What did Connie do at the weekend?) and correct any wrong answers on the board.

While-Reading/Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Write T or F statements on the board about each character's activities. Students are given time to write down their answers on a hand out, then invite them to write their answers on the board, and a correction if necessary. Play the recording a third time, but this time stop after each character. Ask students to check their answers. Nominate students to give their answers (What did Olga do at the weekend?) and write on the board the correct answer under each name

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

Play a game of ''find someone who...''. Students receive a hand out with a list of typical and less typical weekend activities. They are asked to stand up and walk around the room, asking questions about each other's weekend activities and writing down the name of the person who does them. They then present their findings to the whole class If there is time, students are asked to think of a memorable weekend they had, and to write a few sentences about it.

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