Bryan Sergio Santos Chang Bryan Sergio Santos Chang

TP5 LP Bryan Santos
Pre intermediate level

Description

This is a speaking lesson on the topic of important firsts, based on a girl's story about her first day at school and how she felt. This 45-minute speaking lesson helps students talk fluently about personal experiences related to “important firsts.” After a lead-in with pictures to activate interest, students read a short story about Helen’s first day at school and brainstorm other examples of “firsts.” They then learn useful language such as sequencing expressions (At first, then, in the end) and conversational reactions (Oh really?). Finally, students share their own experiences in pairs or groups, using guiding questions. The lesson ends with feedback and delayed error correction to reinforce language and fluency development.

Materials

Important firsts e9hw7qe2316fyr5v?size=16&default=html Padlet

Main Aims

  • To give students practice in speaking fluently about personal experiences related to “important firsts” using sequencing expressions and conversational reactions.

Subsidiary Aims

  • To improve students’ ability to react naturally in conversation (e.g., “Oh really?”, “That’s funny!”).

Procedure

Lead-in (5-7 minutes) • To engage students with the topic and activate prior knowledge.

- Show students two pictures on the board "first day at school" and "first time drive/first car" and ask: . What do think is happening in these pictures? . Can you remember an important first time in your life? - Brief class feedback - 1 or 2 students share their ideas.

Content Preparation (7-8 minutes) • To provide ideas and content to help students talk about the topic later.

- Tell students they will read a short text about Helen's first day at school. - Give students the script. - Ask general comprehension questions: . What did Helen talk about? . How did she feel? - Check answers briefly - Ask students to brainstorm in pairs more examples of "important firsts" (e.g. first job, first trip alone, first concert) on Padlet. - Display Padlet to the class and comment on examples.

Language Preparation (9-10 minutes) • To pre-teach useful vocabulary and expressions for the speaking task and give controlled practice.

- Present two words from Helen's story "secondary school" and "embarrassing" . Elicit meaning, drill pronunciation briefly - Ask students: . Can you remember an embarrassing moment at school? . What happened? How old were you? Why was it embarrassing? - Suggest reacting to their partner's stories with expressions such as: . Oh really? . No way! What happened next? - Show sequencing expressions: At first - Then - In the end . Ask students to put them in the correct order. . Drill pronunciation and intonation. - Give students 2 - 3 minutes in pairs to share their stories using the target language. - Conduct brief feedback and praise use of target language.

Speaking (14-15 minutes) • To give students freer speaking practice about their own experiences using target language.

- Tell students they will now talk about an "important first time" in their lives. - Suggest a list of options (on slide) . First pet . First love . First concert . First time cooking - Give guiding questions: . Where/when did it happen? . How did you feel? . How old were you at the time? . What happened in the end? - Students work in pairs . Encourage use of useful expressions and reactions. - Monitor for language use and note down good examples/errors for feedback. - Briefly ask a few students to share what they remember about their partners' stories.

Feedback (4-5 minutes) • To provide content and language feedback and correct common errors noticed during the speaking task.

- Write a few sentences (with errors) on a slide. - Elicit correction from the class. - Praise examples of good language use (useful expressions)

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