zahra zahra

elementary A1/A2 level


In this lesson, students develop their oral fluency in relation to activities in 'an evening in' and 'an evening out' through speaking and listening tasks. The lesson starts with showing pictures and eliciting related vocabulary to establish difference between 'an evening in' and an evening out'. Students will be prepared by answering some related questions and listening to useful language for the main task. They have 15 minutes time for producing their own language. Then they will change their peers and repeat their activity. There will be a delayed FB at the ending part of the lesson.


Abc recording
Abc photos
Abc Gap filling exercise
Abc useful-language handout

Main Aims

  • To provide Ss with fluent speaking practices through conversations in the context of indoor and outdoor activities

Subsidiary Aims

  • To prepare Ss by listening to related conversations for the task they are going to do.



-T shows pictures from people who are watching a movie in the cinema and asks Ss their opinion about the picture to elicit one kind of free time activity. After Ss answer, T writes "going to the cinema" on the left side of the board, clearly. Then, T shows the second picture of a person who is reading a book at home. Ss indicate "reading at home" and T writes that on the right side of the board. T continues this process for "having dinner with friends at home", "watching TV", "going to a concert" and "walking". At the end, there are two columns of activities on the board. -T asks Ss to think of difference between them. Finally T writes: "an evening out" on the left side as a headline for the category in left side; and "an evening in" at the top of the right side category.

Preparation for speaking on the subject (3-5 minutes) • To provide an opportunity for Ss to think and prepare for the main task

-T makes pairs of Ss asking them to tell each other which activity do they do for: -an evening in -an evening out -T asks Ss to think of more activities for an evening in or out. Then T nominates two Ss to tell their answers to the whole class.

Useful Language (3-5 minutes) • To highlight useful language through listening for coming productive tasks

-T plays a recording of an interview in which three people answer questions about an evening in or an evening out. After each part of interview, T will pause and a ask "an evening in or out"? -After listening, Ss receive handouts including gap-fill exercises. They are told that they need to do this activity in pairs. This task helps them to apply and remember useful sentences and questions on the subject. -Handouts of useful language will be distributed and Ss have opprtunity to check their answers to gap-fill exercise.


-T changes Ss' place to have new peers. -T asks Ss to think about a good or bad evening they had. They will be told to look at questions and answers in their Useful Language handouts. -T tells Ss to make short notes before starting to speak and to ask words/phrases they need. - Ss will be told they have 15 minutes for asking questions and answering in pairs. After every 3-4 minutes they need to change their peers. - T monitors them closely taking notes wherever there are inaccuracies.

Feedback and Error Correction (7-10 minutes) • To provide feedback on students' production and use of language

-T writes Ss' errors on the board and explains why it is not correct. T also gives the correct alternative. T asks Ss to correct their error. - T specifies on strengths of Ss praising them for their activities.

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