Shahram Shahram

Weekend, Vocabulary
Elementary level


This lesson starts with a listening which is about how four people spent their last weekend. Then, it is followed by a T/F task about the listening. Next, the ss will work on the functional language which enables them to talk about their own weekend. Finally, the ss will have the chance to practice speaking for fluency using the TL.


Abc Handouts
Abc Listening
Abc pictures
Abc slips

Main Aims

  • To provide the students with the functional language so that they could use in their real life situations

Subsidiary Aims

  • To provide gist and detailed listening practice about four weekends


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

The ss will be shown a picture and then will come up with words so that I can elicit the word Weekend. I will tell them that I had a very busy weekend because I had to work on my projects.

Pre-listening (4-6 minutes) • To prepare students for the listening and make it accessible

For this stage, the ss will be shown four pictures and asked to guess who had A) a great weekend B) a quiet weekend C) a busy weekend D) a terrible weekend The ss should look at the pictures and try to guess. Then they should tell their partners why they chose that item.

While-listening 1 (3-5 minutes) • To provide students with less challenging gist listening task

Now that they have guessed, they will be given a HO and asked to listen to the people from the pictures talking about their weekend activities and see if they have guessed correctly and then fill the gaps. They should be able to understand who is talking to who. Next, they should check their answers with their peers.

While-listening 2 (5-8 minutes) • To provide students with more challenging task, listening for specific information

The ss will be given a HO with some T/F questions written on it. They should listen to find the specific information then answer the T/F questions. When they answered individually, they should check their answers with their peers. Finally, I will give the answers.

Post-listening (8-10 minutes) • To provide with the students with the chance to work on functional language from the listening

First, the ss will be given a set of slips with the functional language written on them so that they match them with their meanings (in pair). Those who finished earlier, should come to the board and put the adjectives in the right column. After they learned the meaning of the phrases, they will be given a HO so that they need to match the sentences with their answers. Then, I will play the listening and ask them to listen and check their answers.

Clarification (4-6 minutes) • to drill pronunciation and work on intonation

In this stage of the plan, I will drill the ss in how to pronounce the functional language with the correct intonation. Then, I will ask for choral and individual repetition.

Controlled practice (2-3 minutes) • To provide the students with the controlled practice of the TL

The ss will be put in pairs. Then, each student will be given a HO with different sentences written on them. The ss will take turns to say the sentences and respond to their friends using the functional language in the previous activity.

Semi-controlled practice (3-4 minutes) • To provide the students with the speaking practice for fluency using the TL

The ss should walk around the class and ask their peers if they had a busy weekend, quiet weekend, terrible weekend or a great weekend using the questions, 'What did you do last weekend? or How was your last weekend?' they should use the functional language as well.

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