Cenk Cenk

Speaking for Elementary December 12, 2019
A2 level


In this lesson, students will practice speaking for fluency in the context of memorable night. The lesson starts with a picture projected on the board. Then T tells a story about himself related to the picture. Students will then engage in some questions about their memorable nights and they will be asked to work in pairs. After that they will read two different texts in two groups and will be asked to answer the following questions. They will then change groups and ask each other. Finally there will be a discussion at the ending of the lesson.


Abc H/out1
Abc Group A
Abc Group B
Abc H/out2

Main Aims

  • The intended aim of this lesson is to provide speaking for fluency and accuracy in the context of memorable night

Subsidiary Aims

  • The intended sub aim of this lesson is to provide scan reading practice using a text about about two different people in the context of memorable night
  • The second intended sub aim of this lesson is for ss to understand past simple-irregular verbs


Presentation (8-9 minutes) • To set lesson context and encourage ss to speak

(Before the lesson starts, T divides ss into 2 groups.) The lesson starts with a mind mapping. T writes "birthday" and circles it, then draws four more circles on the board and asks ss to name four different things come to mind but T gets 3 answers, writes them on the mind map scheme and for the last one he writes concert. T asks "Why did I write concert?" and gets some answers from ss. Ss will then watch a short video about a concert in Portugal. After it finishes, T asks "What do you think about it?" and gets some answers. Then T speaks about his memorable night: "Last year, I was in Portugal for a holiday. I went to this concert with my friends and that night was my birthday. We were 10 friends and it was a very very good memorable night for me. We went to hotel in the morning at 9am."

Practice #1 (9-10 minutes) • To provide practice for fluency speaking

T asks ss to talk about their memorable nights in pairs, hands out h/out1 and gives 2 minutes for ss to check the questions. T will then encourages ss to speak in TL. Meanwhile, T monitors ss and takes some notes for the feedback and error correction stage at the ending of the lesson. After they finish, get feedback and change pairs and ask ss to speak with their new partners about their memorable nights. Then get fb again.

Practice #2 (13-14 minutes) • To provide a model and engage ss to speak about different texts

T folds the hand outs, Group A will be given Mehmet's memorable night and group B Maria Julia's night. Ss will then read the text individually for a few minutes. ICQ: "Will you read alone?" (Yes) Before handing out the worksheets, demonstrate not to unfold. T then hands out the sheets. Tell ss to change groups and unfold the hand outs after they finish reading and work in pairs to discuss the questions. ICQ: Will you discuss in groups? (No, in pairs.) Meanwhile, monitor ss for possible errors and take notes. Get feedback.

Production (7-8 minutes) • To provide a chance to discuss the text for fluency speaking

T asks ss to check the questions in h/out2 for a few minutes and hands out the sheet. Ss will then discuss the questions in pairs. Meanwhile T monitors for possible errors. Then ss will be asked to change partners and discuss again. Give feedback.

Feedback and Error Correction (8-9 minutes) • To provide feedback on students' production and use of language

T writes sentences/words that ss use wrong on the board. Then T provides pronunciation and grammar correction. In this stage of the lesson, ask lots of CCQ's to check if ss understand totally.

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