Zeynep Aygün Zeynep Aygün

teaching practice 8
Beginner level


In this lesson the students will practice speaking for fluency in relation to old memories.Students will start with the group discussion about old days,their memories and they will have different activities to provide fluency speaking practice throughout the lesson


Abc the pictures

Main Aims

  • To provide fluency speaking practice in the context of memories.

Subsidiary Aims

  • To learn new vocabularies in relation to the topic.


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

T sticks old photos on the WB and asks the ss today we are going to make a journey to the past. T asks the questions by showing the pictures eg. Do you remember your old school days?, Did you play hopscotch or marbles? T also elicits some vocabularies with the pictures ( marbles,hopscotch etc.)Then makes the students groups and asks them to talk about their old school days and chilhood. They will share their memories to each other.Then as a group they will share their ideas to each other.

Exposure (8-10 minutes) • to use and practice the language patterns they have learnt

T will say the students now think of yourself ,when you were 15. Describe yourself to your partner for example; I was fat or thin, I was beautiful or handsome ,my glasses were very big ,my hair was long, I was cockeyed,I was tall or short, each of the pairs will tell their apperance and they will draw each other's picture. then they will show the pictures to the class and tell their friends.

Productive Task(s) (10-15 minutes) • To allow students speaking for fluency in the context of old and new things

T asks the students stand up and line up face to face then t asks qusetions to the whole class about the new and old things for example: do you like play station or beyblade ? they will ask each other these questions and explains why?then the teacher says the ss who likes play station goes left and the others goes right and they will tell why they like these to each other .T asks three or more questions too and they will discuss.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

T makes the error correction when they are discussing without interrupting them. T teacher provides them to speak for fluency.

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