Nooshin Aslani Nooshin Aslani

speaking about last weekend
pre- intermediate (A 2) level


In this lesson SS will talk about their last weekends, after lead-in they need to know some words to describe their last weekend ( pre- teach vocabulary), then teacher gives some samples about describing last weekend and also shows a video about describing last weekend,teacher gives some questions about weekend to them ,now puts Sts in pairs and gets them to interview each other.


Abc Audio
Abc pictures
Abc circle the correct adjective
Abc Students book
Abc self made power point ( Slides)

Main Aims

  • In this lesson students will be able to speak accurate about their last weekend. they will interview each other.It provides an excellent opportunity to get students talking in a controlled environment but in a fun way. They also revise the past simple and in particular ‘question forms .

Subsidiary Aims

  • Before speaking, they will be able to learn some vocabularies to describe their last weekend as a sub aim. ( pre- teach vocab which are common on weekend:teaching vocabulary)


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

- T shows 2- 3 interesting pictures about weekend in order to engage ss's mind and motivate them - T elicits their ideas about weekend and let them talk about weekend - T asks them : which day do you prefer : Saturday or Sunday ? why? slides page ( 1-3)

Exposure (5-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

- T shows ss a conversation video about last weekend in order to provide a model of production, but before playing ( gives the instruction before playing ) asks ss to take some notes( listening for the gist) a bout video while they are watching - T puts them into break out room to share their ideas in pairs, after that they must share their ideas as a whole class (video)

Useful Language (8-9 minutes) • To highlight and clarify useful language for coming productive tasks

- ( Pre- teach vocab): T shows a set of adjectives to them which end with ed and some of them end with ing , - T points to the highlighted ones and asks them why ed and ing at the end of the adjectives are highlighted - T elicits their ideas and they will talk about the reason for a short time - T check the meaning by asking CCQs - T asks them to drill these words by repetition - T shows the written form to them and phonetics - T shows the stress of the words ( ECDWS) - T gives some controlled practice about adjective to do in pairs, T gives feedback to them while they are answering in the class - T shows the answer key - T plays the audio to follow the lines of practice. slides ( page 8- 21 : extra practices)

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

- T shows a sample of conversation about last weekends to ss, and some sample questions about asking someone's last weekend. - T repeats these sentences asks them to repeat after her as drilling - T chooses two students to take roll in the class and perform the conversation . also asks them to take note while they are interviewing each other because after interview T asks them to tell about their partner's weekend, and also T will change the partners ( swap rolls) - T says them in order to make the speaking more exciting tell a lie about 1 question and your partner must guess which one is lie during the conversation. This ‘lie’ must make their weekend sound very exciting. - T asks for ICQ - T monitors and helps when necessary, while they are working in group, and takes notes their errors -Before Sts swap roles, the student asking the questions should try to guess the lie. - When the time is up, T asks each Student A to share their answers about his or her partner in the class - T swaps rolls slides page 4 and 6

giving instruction for speaking (1-1 minutes) • It provides an excellent opportunity to get students talking in a controlled environment but in a fun way. They also revise the past simple and in particular ‘question forms

T puts students in pairs, A and B and explain that they are going to do a speaking task. Student A has to tell Student B how they spent the previous weekend. (T gets them to interview each other) - T explains that students have a limited time. but 4 or 5 minutes works well for each part of speaking( 1 Q about Friday, 4 Qs about Saturday , 3 Qs about Sunday), after each part they must talk about in the class then they will go to next part (next day)

Feedback and Error Correction (7-8 minutes) • To provide feedback on students' production and use of language

- T takes notes their errors while they are interviewing each other - After the speaking procedure , T writes the errors on the board one by one and asks ss to correct them( in different ways correction) - T makes a list of errors on the board and puts ss into breakout room to correct them in pairs and take notes of correct version ( T asks for ICQ) - ss should share their idea in the class about correction - T asks below questions for correcting the errors by ss. -T; Can anyone correct this sentence? It has one missing word/ one word missing/ You need to add one word” “The words are in the wrong order/ You need to change the words around/ change the word order/ mix the words up”

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