Deniz Bulut Deniz Bulut

Speaking: An evening in or out
Elementary level


In this lesson, students will learn practice fluency in relation to their favorite evening 'in and out activities' through speaking activities. The lesson starts with T showing some pictures of possible activities that could be done in or out on an evening and eliciting some related vocabulary to get them differenciate between in and out activities. Then they will be given a handout that introduces some useful language related to the topic and try to use them to talk about their preference of activities to do on an evening.


Abc Cutting Edge H/O
Abc Pictures
Abc WB
Abc Cutting Edge H/O

Main Aims

  • To provide fluency speaking practice in a a conversation in the context of activities that could be done in and out on an evening

Subsidiary Aims

  • To provide practice of language used for descriptions in the context of activities outside or inside


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

T shows two pictures of an outdoor activity and an indoor activity that might be done in an evening so that students can use the prepositions later when talking about their preferences about evening activities. T asks questions like "are they outside? are they inside?". T tells about her favorite in and out activities on an evening to give students an idea about the subject.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T shows pictures of different activities such as watching a movie, reading a book, playing games, people drinking/ eating outside etc and asks students if they know what the actions are about. T then writes the names of the actions on the WB and ask them if they have a favorite among them to make them ready for the having their own conversations part.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T gives the handout and asks students to look at the useful language part. T asks students to make some notes about what their answers would be to the questions. She asks makes it clear that they can ask her for any words/phrases they need. T makes it clear that the questions are in the past form by asking CCQs like "Is this a question related to the present/Is this a statement about the past?" by writing one of the questions and the answers on the WB. She can also ask them what they did yesterday night as an activity and write that on the board and work on their own sentences.

Productive Task(s) (15-18 minutes) • To provide an opportunity to practice target productive skills

The students will be asking the questions in the useful language to each other and give their own answers with the help of the possible answers in the useful language box. T will ask one of the students as a question from the box to model the activity then let's them continue on their own. While they're practicing, t will be monitoring and making notes of some of the very obvious errors of their to work on them later on the white board.

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

T will write 2 or 3 of their mistakes and ask them to discuss what the mistake can be. She then asks them to help her to correct the mistake together on the white board. T asks students if they have any further questions or if there is something they need help with.

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