The main aim of this lesson is developing the receptive skill - reading, through working on various activities.
The focus of sub aim is on another receptive skill - listening. The students will listen to two different converstaions and complete the activities on it.
Procedure (31-44 minutes)
In this stage, I will ask students about their previous weekend. First, as an example, I will tell about my weekend in two-three sentences. Then I ask students to work in pairs and tell each other how they spent their previous weekend.
I will introduce some new essential vocabulary. There are three words: wonderful, busy and terrible. For the words wonderful and terrible I will use a cline; for the word busy I will show an example. After introducing the vocabulary, we will work on drilling.
Before the students start reading, I will give them a picture and ask them to look at it and answer my questions:Where are the people? (in an office), What are they doing? (they are having a meeting). Then I give them handouts with the questions and ask them to work in groups and discuss together in order to find the answers to the questions.
After we are done with discussion, I will give the students handouts with texts and for gist, I will ask them to tell me which ones are a letter, a list, an email and a diary. After identifying the differences, they are now are given a task to read the texts and tell if they were right or not about guessing how four people spent their weekends (follow up of the previous activity). So, after reading silently for five-seven minutes, we will discuss as a whole class.
Before we start listening, I will again brainstorm the students how four people (Sarah, Jane, Mick, Henry) spent their weekends. Then I tell them that we are going to listen to two conversations and they have to tell whom between the conversations are.
In this stage, the students will listen to the recording again and work on matching exercise. They work individually, after they matched, they do peer check.
We will listen to the recording and practise the responses. I will ask students to copy the intonation in order to develop their pronunciation.