sahar sahar

Way to Go (Weekly staps) 03
A2 level


3rd weekly step. Production (Speaking)


Abc Wordcloud

Main Aims

  • To provide accuracy speaking practice in a Debate in the context of Gratitude
  • To provide review of Healthy mindset words in the context of Gratitude

Subsidiary Aims

  • Personal Aim: To establish a framework to improve four skills simultaneously. To evaluate the effectiveness of the current framework and word cloud in producing sentences
  • To provide practice of Present (Simple and Perfect) and word orders in the context of Gratitude


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

T greats and S answers. T asks S to report on what and how she has done about her assignments and homework T tells S that they're going to discuss the same subject today and she wants to know her attitude in life. (hear T pinpoints that she expect her to use the vocabulary and phrases)

Exposure (6-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T shows S the word clouds and asks S to look at the cloud and asks S to say which phrases or words are vividly remembered. S watch the video to rewind the topic and vocabulary. As for listening, S look should see the word cloud on the screen, paying attention to the words and phrases she can see and hear.

Useful Language (5-8 minutes) • To highlight and clarify useful language for coming productive tasks

T asks S to look at the cloud and say which words or phrases she can clarify best. T gives instructions. S looks at the word cloud and prepares for giving a summary of this video in 30 seconds. (Here S should be able to use half the vocabulary in the word cloud)

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

Discussion. T gives instructions. T and S both prepare 5 questions to ask each other about the topic and discuss it. Here S is expected to be able to produce sentences, half of them are correct expressions and grammar to express her opinion. T writes down the wrong items for lateral feedback

Feedback and Error Correction (10-12 minutes) • To provide feedback on students' production and use of language

T and S jump on the Storm board provided for correction and S corrects her mistakes independently. T provides help and support when necessary. T asks S to express her feelings about the session. T pinpoints the homework and assignments

Web site designed by: Nikue