Ali Ali

TP 7
Elementary level


In this lesson, my Ss goging to practice speaking through the context of their lives specially the past events. The lesson starts with warming up about past events in my life and the Ss help me put them in order, this help my Ss to involve in talking about the past. Then, Ss will draw their life time line and after that they will start talk about their life and the events in the past and they will ask their partners about different event's in their lives too. At the end, Ss will mangle around and ask their classmates questions questions about their lives in the past.


Abc hand out 1
Abc hand out 2
Abc Word Cards
Abc Messy sentances
Abc Hands out 3
Abc Hands out 4

Main Aims

  • To provide fluency speaking practice in a Conversation , Asking and answering questions in the context of Past events

Subsidiary Aims

  • To review and practice using the past simple in talking about their lives events


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

T introduce the new lesson by talking about his life events in the past T show the event's to the Students on the board using the Word cards T asks the Students to help him reordering his life event's from his born till start the CELTA course Ss discuss and talk about the events and order them

Pre-speaking (10-12 minutes) • To provide a model of production expected in coming tasks through reading and speaking

T asks the Ss to work in pairs and show them many words and stick them on the board randomly T asks Ss to guess the correct order for the words Ss help with reordering the sentence T give the Ss the first HO and ask them about what are they going to do. T gives each pairs four messy sentences and till them to reorder the words to find out a correct sentence. T Monitors and observes and notice the errors to give the FB later After the most pairs finish the task,T asks the pairs to answer the questions inside the pairs Ss work in pairs and take turns to ask and answer the Qs T check the answers in WC and listens to the different answers carefully T gives the FB or correct the mistakes if found

While Speaking (15-18 minutes) • To highlight and clarify useful language for coming productive tasks

T draws his timeline on the board and sticks the word cards from the first activity in order. T hands out the second worksheet and asks the Ss to work individually and everyone should draw his timeline Ss choose five events from the hand out ,then they write them on their timeline Ss write the year or the period when these things happened on their timeline T sets the Ss in new pairs and asks them to talk about their past event in their lives. Ss ask and answer about their lives in pairs T changes the pairs again and puts the Ss into new pairs. Ss take turns to tell their new partner three things about the person they talked to in the previous pair. t asks each S to talk about his previous pair to his new pair

Productive Task(s) (8-10 minutes) • To provide an opportunity to practice target productive skills

T gives the Ss a hand out that contain few Qs in the life events of any person T asks the Ss to mingle around and ask any Ss these Qs and to record it Ss back to their seats and share any interesting information with the class about their friends

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

T gives feed back and correct the errors and mistakes if found

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