Alina Alina

Elementary level


To provide students with speaking practice and fluency in the context of hobbies


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Main Aims

  • To provide students with speaking practice and fluency in the context of hobbies

Subsidiary Aims

  • To provide fluency speaking practice in a post-task discussion
  • Learners will have also discovered new lexical items in the context of hobbies


Warmer/Lead-in (5-5 minutes) • To engage learners and activate their previous knowledge of topic area

T- teacher displays images related to hobbies - Jamboard already has questions for the students to elicit in the care context. • What is your hobby? • What do you in your free time? - T conducts OCFB and writes learners’ opinions on the board.

Content Preparation (8-10 minutes) • To prepare students for the content of the task.o provide a model of production expected in coming tasks through reading/listening

T shows pictures all on the same slide and T explains they are going to see a short video describing food. -T plays a video that describes some types of hobbies and asks students to pay attention to the expressions they use to describe the food. -Students go to BOR to compare answers Pair checking through breakout rooms -T conducts OCFB with students by displaying answers for each picture.

Language Preparation (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

-T shows slide with lexis and pictures. Demos the first one -Students go to BOR and Match Pair checking through breakout rooms -T elicits meaning and shows next slide with phrases to make sure students know what to talk about next and uses CCQs for clarification. relaxing - do you feel tired after doing smith relaxing? time-consuming - does this hobby take you lots of time? intellectual - do you need to think a lot doing this hobby? -T drills pronunciation of some examples to cover pronunciation with students practicing word and sentence stress.

Speaking Task (10-15 minutes) • To provide an opportunity to practice target productive skills

- T gives instructions: “talk with a partner and discuss the following questions” What is your hobby? Please describe your hobby using new words. Do you like active or relaxing hobbies? What are you good at? Do you prefer outdoor or indoor hobbies? What is the last outdoor activity did you do? Do you hobbies depend on the weather? What do you think of hiking/playing chess/candle making? -T sends the questions through the chat for Ss have them. -T sends Ss to breakout rooms and changes the teams after five minutes for Ss listen to different classmates -T monitors and notes down students' mistakes to provide feedback and reformulation in the next stage.

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

- T conducts OCFB following up on the productive stage. - T writes on the screen samples of learners’ production and nominates learners to identify the correct and incorrect sentences and correct the latter ones. - T conducts OCFB

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