Justin Justin

Wednesday 2nd of April
Elementary level


In this lesson, students will have an opportunity to practice speaking for accuracy and fluency. Students start with a short pre-speaking writing exercise. This is followed by a group activity for speaking for accuracy in a semi-controlled environment. Finally students do a freer speaking exercise for fluency, first in groups, then w/c.


Abc Exercise 10-11
Abc Vocab exercises 1-2-3
Abc Souvenirs
Abc Bingo cards

Main Aims

  • To provide accuracy and fluency speaking practice in a semi-controlled conversation and freer speaking in the context of favorite cities and places

Subsidiary Aims

  • To provide product writing practice of a pre-speaking exercise in the context of favorite cities and places
  • To provide clarification of places in a town in the context of favorite cities and places


Warmer/Lead-in (3-5 minutes) • To set lesson context and to activate schemata

I refer to yesterday's getting-to-know-you-lesson. I show the students two souvenirs and tell them I have been to these places. They are beautiful because they have historic buildings.

Useful Language (5-7 minutes) • To highlight and clarify useful language for coming productive tasks

Students will play 'places bingo' to check if they remember the words they learned in the preceding lessons of the day. They need these words to do the speaking exercise. Each student has a bingo card and I will read out the places. When they hear a place that they have on their card they cross it off. When their card is full they shout "bingo!"

Pre-speaking task (8-10 minutes) • To prepare students for the speaking exercise they get a chance to practice their writing

The students choose a favorite city or place in Turkey and cross tick the things in the box that are(n't) in this place. Then they compare with their partner

Exposure (5-7 minutes) • To provide a model of production expected in coming tasks through reading

I put up my favorite place and box on A4 on the board and tell the class about my favorite place. Then I ask one student to tell the w/c about his/her favorite place.

Speaking for accuracy (10-15 minutes) • To provide an opportunity to practice speaking using there is(n't)/are(n't)

The students will work in pairs, then in groups of 3 or 4 and then merge again into two groups. They tell the other students in their group what their favorite place is.

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

I do the conversation again with 1 student w/c. And another one, and a third one. I emphasize pronunciation and sentence stress. I let them speak together w/c: Mujde tell Ebru what your favorite place is.

Post-speaking task (5-7 minutes) • To increase vocabulary in the context of places

Students are instructed that they will receive a hand-out with a matching exercise. They do exercises 1 and check in pairs. Then they do exercise number 2 and again check in pairs

Extra activity (5-7 minutes) • To increase vocabulary in the context of places

If there is time left students will do a mind map on the w/b I write 'city' on the board and encircle it. I add 'shopping mall', train station, football stadium, swimming pool. The students can build on this. For instance: coffee shop, bakery, butcher, stationary shop

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