John John

TP 5 - listening
Elementary level


TP5 will be a productive/speaking lesson for elementary students in the context of expressions of frequency, with students practicing a preset list of expressions in pairs/small groups.


Abc Coursebook - Face2Face Elementary
Abc Coursebook exercises
Abc Lexis
Abc Slides

Main Aims

  • To introduce and provide practice of speaking for fluency using frequency expressions.

Subsidiary Aims

  • To provide speaking practice for gist in the context of expressions of frequency.
  • To provide MFP clarification of new lexical items in the context of frequency expressions.


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

3 mins Introduce the topic of frequency of expressions by showing pictures of daily, weekly, and annual activities (for example, showering, driving a car, going on vacation). Then provide a personal example or two of what I do with frequency (eg teach once a week) Then ask students to give some examples of what they do with a particular frequency.

Useful Language (7-10 minutes) • To highlight and clarify useful language for coming productive tasks

- 7 mins - Continuing on from Lead In, use images of common activities done with a lot of frequency (eg using cell phone), and activities less frequently done (eg buying a car). - Go through frequency expressions in the story on p.80 of the text (eg once every three minutes).

Exposure (7-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

- 7 mins - Once frequency expressions have been explained in Useful Language section, introduce questions that accompany frequency expressions (eg 'how often do you do...'; 'how many times do you...';). Go through question formation on slides (eg how many times + present verb/action + noun; how many + noun + past verb) - Go through several different question an answer statements, in different contexts, again using images (eg 'How many times do you go to the gym?' 'I go to the gym 3 times a week') - MFP of some statements previously used in slides, as well as choral drill (individual drill if time permits and particular students need help).

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

- 20 mins - Work through Ex 6 on page 80 of the coursebook (initially looking at sections that have already been completed, and then go through the blank gap exercise together as a group - blanks are 'twice a week' and 'every hour'. - Ensure all are clear on the task, ask for questions about the task - Send students to break out rooms in pairs or threes; TL to be sent to all through message as a reminder - Observe students speaking, note errors

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

- 8 mins - Conduct OCFB based on class observations. - DEC on slides for particular and general problems identified.

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