New lesson plan: Speaking Lesson

Ayşe Cook

Speaking Lesson - Intermediate level

Speaking Lesson
Intermediate level

Description

In this lesson, students will have a chance to practice on giving a presentation about a new magazine release. The lesson will start with a little conversation about students' interests about magazines. (What kind of magazine they'd like to read etc) Following this conversation, the students will watch a very short video about a presentation which was given by Tim Cook about new Apple watch. After eliciting some useful language from the video (and some from outside of the video) the students will have some time to prepare their presentations with their groups. They will give their presentations in front of the WB for the whole class and following this stage the teacher will give the feedback based on the correct and wrong usage of the language.

Materials

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Tim Cook's presentation

Useful Language HO

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Presenting a new product

The helpful Questions

Tim Cook's presentation

Useful Language HO

Presenting a new product

The helpful Questions

Main Aims

To provide fluency speaking practice in a presentation in the context of promoting a new magazine

Subsidiary Aims

To provide clarification of language used for presentations in the context of new products

Procedure (38-47 minutes)

Warmer/Lead-in (1-3 minutes) • To set lesson context and engage students

Teacher asks students : -If you had a chance, what kind of magazine or newspaper would you publish? - Who would be the target audience of your product? - How would you present your ideas?

Exposure (5-6 minutes) • To provide a model of production expected in coming tasks through a video of Tim Cook about presenting new Apple Watch

Teacher shows a video of Tim Cook when he gave a presentation about new Apple Watch. The reason students will watch this video is providing a model of how to give a public presentation and what kind of language we might use during the presentation. Teacher asks students to focus on the language that the presenter is using. After the video teacher asks the following questions: - What was he doing in the video? - What kind of language was he using? - How was his body language?

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Teacher shows and elicits the language from the video that student might want to use for coming speaking task: - We're going to introduce you to a completely new concept.. - Entirely new... - We're so excited - We're so proud - We've been working incredibly hard for a long time... - This (product) will redefine the expectations... - Our target reader is... - Our target reader's profile is... - Our magazine is different than others because...

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Teacher divides the students into 3 groups and tells them: "You watched a very short video about a presentation. Let's give a presentation about a new product. Your new product is a magazine. Let's think about what kind of magazine we would like to create? - Who is our target reader? Age? Gender? - What is the main topic of our magazine? (Sport, Healthy life, Food, Politics etc) - What makes our magazine so special? - What is the difference from other magazines in the same category? - Is it online or paper based? Why? Please share your ideas with your group and prepare a presentation for your new magazine. Please try to use some of the useful language. You will be presenting it to whole class." Teacher gives 5 minutes to the students to prepare their presentation and also provides a handout for the useful language. Every group has 5 minutes to present their new magazine.

Feedback and Error Correction (6-8 minutes) • To provide feedback on students' production and use of language

During the students' presentation the teacher takes notes about their work. (Did they use the useful language? Was there any grammatical error? Did everyone speak during the presentation?" If there are grammatical errors, teacher puts the notes on the WB and goes through them with the students. (With the correct points, so teacher can give the credit for the correct usage of the language.)