Reza Vasa Reza Vasa

Fluency Focus
Intermediate level


In this lesson the learners will be exposed to some fluency activities through the describing a leader and a similar podcast from British Council. I hope to achieve this through a TBL lesson. The lesson starts with a lead-in by which I try to remind the learners of what they had studied earlier to be able to link what they have already learned to the lesson they will be exposed to. This could further trigger the "experience" factor. The lesson will go ahead with a pre-task of putting a slash where the learners hear pauses. This is then followed by the task cycle, in which learners prepare and report their findings. The lesson will be rounded off by a practice phase where they will be practicing the stalling strategies that they have been presented with.


No materials added to this plan yet.

Main Aims

  • To provide fluency in the context of describing people

Subsidiary Aims

  • To provide clarification of language used for paraphrasing strategy
  • To provide clarification of language used for time-gaining and stalling strategies


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

Hi, everyone. How are you today? Ready for our lesson? Do you remember what you worked on with Froilan (another teacher)? Ss probably don't remember. If they do, T praises. If not, T reminds. T: Good. You learned about people and adjectives. T asks two or three students to help them recycle T: Now two topics: Family members, nuclear energy. which one is easier for you to talk about? Ss: (Probably) family. T: Why? (Trying to elicit the concept of familiarity.) T: If we talk about people, you will find it easier, and you can speak more fluently because you know some adjectives to describe people. Good. Now Let's listen to something.

Exposure (6-8 minutes) • To provide a model of the task and highlight useful stalling or time-gaining strategies.

T: Listen to a part of a recording. (To give them an easy task) Say what it is about. T: Sets the pre-task. Listen again, and put a slash when you hear a pause. What is a pause? Ss: (Probably know but can't say). T: When there is a pause, you stop speaking for some time. T: Models a sentence: I / am / a teacher. I teach Spanish. asks ICQs T distributes hand-out. Ss listen and put a slash where they think there are pauses. T has students look for repeats. (A part of the listening is played.)

Task (5-6 minutes) • To provide an opportunity to practice target productive skill

Teacher forms two or three groups depending on the number of students that show up. 1. T gives instructions: Now you have 3/4 minutes in your groups, talk about a good leader at work, or a good manager. Everyone in the group has 1 min. When you are speaking, your friend will tell you the time. T asks ICQs: Are you writing? Ss: No. Are you speaking? Ss: Yes. How much time does every speaker have? Ss: 1 minute. 2. Students start talking about who they think a good leader is.

Planning (4-5 minutes) • To provide an opportunity to plan students' reports

1. T: How many characteristics did you say for the manager, 5, 6? Now choose two most important ones. In your group agree on two. You have 3 minutes to prepare your answer. Choose one person to say it to the other groups. 2. Time is set. 3. T monitors to see whether the students are drafting and doing what they are supposed to be doing, and encourages peer-editing, clarity, and accuracy. 4. T gives suggestions if students feel they need any.

Report (9-10 minutes) • To allow students to report on who they think a good leader is

T asks the spokespersons to present the group ideas, asks some follow-up questions: Did you all agree on these characteristics? Why do you think this is the most important ones? T recapitulates what the spokespeople mentioned.

Language Analysis (8-9 minutes) • To clarify the meaning, form and pronunciation of the task language

CCQs are asked: Sometimes when you are speaking we pause. Why? Ss: (Probably) because we don't remember the words. T: Good. So there is a gap. What do people do then? Ss: (Probably) Use um, erm T: Good. we use something to fill the gaps, or pauses. T: What is the name of the things we use to fill the gaps? Ss: (Probably don't know.) T: Gap-fillers. We use gap-fillers. T: Do we use anything else to buy ourselves some time? Ss: (Might come up with some ideas.) T: We can also use repeats. T: Good. Now listen to a similar task. They also talked about a good leader. Find, gap-fillers, and repeats and draw a circle around them. T: Tape is played. T: Feedback is given. T: When a person has a lot pauses, can we say he is fluent? S: No. T: Short pauses are fine, but long pauses are not good. what should we do with long pauses? T: Now here is a list of some of these you can use. (HO 4 is given) T: Are they fluent? t: Who is the least fluent? S: The last one. T: Why? S: She has more pauses. T: Good. So what should we do when we don't remember a word? Pause or fill the pauses? S: Fill the pauses. (Pronunciation of the fillers is practiced)

Language Practice (8-10 minutes) • To provide students with practice of the task language

T: Now let's practice our fluency skill. T: You have 30 seconds to think of a good teacher. Think of two characteristics. (After 30 seconds) T: In pairs, person talks about a good teacher, the other person keeps the time and writes the number of long pauses, fillers and repeats. Each person has one minute to speak. T: Models. (Chests HO3)I am um a teacher. You know, I teach Spanish. So how many fillers? three. how many pauses? Ss: 1. Did I repeat anything? Ss: No. Good. After one min asks sts to change roles. After one more minute, teacher asks students to change partners. T: Now we are going to talk about a good teacher again but this time in 45 seconds. Don't miss anything you said in your previous one. Time is set. T: OK. Now change your partners. This time you have 30 seconds. Don't miss a word. You should say almost everything you said in your previous round. Time is set. T: Now can you tell me whether you were faster, or not? Why were you faster? WG feedback.

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