Nooshin Aslani Nooshin Aslani

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

Description

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.

Materials

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

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)

Procedure

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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