Esraa Esraa

extraordinary life
elementary level

Description

in this lesson, Ss will practise speaking for fluency as the main aim to talk about their life stages. also, they will practise listening for gist and specific information as a sub aim.

Materials

Abc match handout
Abc pictures

Main Aims

  • by the end of the session, the students will be able to speak fluently in the context of an extraordinary life.

Subsidiary Aims

  • To provide gist and specific information listening in the context of an extraordinary life.

Procedure

Warmer/Lead-in (2-4 minutes) • to generate interest in the topic

1- T will ask Ss about life stages " do you know what life stages is?" 2- in each stage there is a photo (in the PowerPoint file) 3- T will elicit from the Ss the stages name (childhood-teenage-adulthood) 3- T asks a question " What is your preferred period? and why? " 4- T will ask the Ss to work in pairs 5- T monitors 5- T gets the feedback.

preparation (6-8 minutes) • To provide a model of production expected in the speaking part through listening and give Ls time to prepare ideas for the topic.

Ss will listen to an audio (28 t28) for gist. 1- T will show the activities (1and 2) to Ss 2- T says " you will listen to audio and you have to match the Letter in (activity 2) to the right picture in (activity 1) 3- T uses ICQs: a) will you only listen or listen and match? listen and match b) what are you going to match? activity 2 with activity 1 4- T plays the audio 5- after they finish T will ask Ss to work in pairs 6- T gives the answer key 7- T gives them time to check 8- T asks if they get anything wrong Ss will listen for specific information 9- T says "now, listen this time and write the phrases you can use to talk about your life also" 10- T uses ICQs: a) will you only listen or listen and write? listen and write b) will you write words or phrases? phrases. c) will you write any phrases or phrases you can use to talk about your life? to talk about my life 11- T sets Time to listen and write 12- after listening, T will ask them to discuss the phrases they got in pairs 13- T get the feedback

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

1- T starts to elicit the phrases from the Ss 2- T present the phrases in the PowerPoint file 3- starts to explain each one 4- T has to refer to the tense 5- in the end, T recaps on all the phrases

Productive Task(s) (10-12 minutes) • To provide an opportunity to practice target productive skills

1- T sets the speaking activity (PowerPoint) 2- T asks Ss to answer the questions 3- T asks them to work in pairs 4- T monitors 5- T gives the feedback

Feedback and Error Correction (5-8 minutes) • To provide feedback on students' production and use of language

the content feedback 1- T asks each Ss "tell me something interesting about your partner" 2- T has to listen to everyone the language feedback 3- T gives feedback on their language 4- T writes their mistakes on the board 5- T elicits the right answer from them and correct the mistakes 4- Asks if there is anything they want to ask about 5- finish the session.

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