Nesrin Aydin Nesrin Aydin

Upper intermediate level


This lesson plan is to practice speaking for fluency in the context of making dinner conversations


Main Aims

  • To give Ss practice speaking for fluency in the context of making dinner conversation

Subsidiary Aims

  • To review and give Ss practice in question forms


Lead-in (6-7 minutes) • To set lesson context and engage students

Show a picture of a dinner party where people sit around a table. Elicit what is happening and what might be the possible reasons for it. Ask questions: "What is happening?" (Other possible questions if needed: How do they look?, "Are they talking to each other?, Why are they not talking?") Ss will be in pairs for 2 min. Monitor - observe Ss' contributions. FB - Ss will share predictions - Whole class. Ask students how you can encourage another person to speak with you. "What can you ask someone you meet for the first time?". Elicit that they should ask interesting questions. Elicit question topics. Such as; Family, Travel, Free Time, Their home, Getting around, Childhood/School, A male/female relative, Life Style. Small Group activity for 3 minutes. Monitor group work. FB - T writes topics on the board.

Pre-Speaking Task (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

T will post pictures related to each topic around the room (Total of 8 pictures). Ss will go into groups (4 groups will be formed). Each group will be given 2 sets of questions that are cut-up according to topic (i.e. questions related to Lifestyle and Travel will be given to 1st group, questions related to Free Time and Getting around will be given to 2nd group etc). Ss will post the questions under the relevant picture. 2 min or less. Monitor - encourage them to work together. FB - give them the questionnaire so they can check if questions were placed. They may want to walk around while doing this. In pairs, students will discuss what topics/questions are ok to discuss with people you meet for the first time. Which topics/questions you might want to avoid. About 2 minutes. Monitor - help with language if needed. FB - nominate few students to share ideas. About 2 minutes.

Useful Language (5-7 minutes) • To highlight and clarify useful language for coming productive tasks

T will instruct Ss to look at the questionnaire (Ss already have this from previous activity) and ask them to pick 2 - 3 topics to work on. Ss need to fill in the gaps. This is a SOLO work for 2 minutes. Monitor. FB - Answer key will be posted on the board so they may check their answers. T writes rules part of 1A. and reviews language. Elicit from Ss. How Why Where + Auxiliary verb + subject + main Verb When What Where + do + you + live? How long + have + you + lived there? What did you want to be when you were a child? Do + subject + verb ? Is + subject + (verb)? Do + you + drive? Is there anything you don’t like about your town? Do you think it's better to travel alone or with other people? Is this yours? Questions that finish with a preposition: What was the last live event you went to? Who do you live with?

Speaking Semi controlled practice. (18-20 minutes) • To provide an opportunity to practice target productive skills

T picks a topic and gives demonstration. Topic 'Free Time' will be used for this. Ss will divide into two groups and form a circle, pretending they are around a dinner table. Each S will choose 2 topics and talk to at least two people around the circle (table). After 5 minutes Ss will switch and who ever have not asked the questions will start asking questions. Ss should use follow-up questions and try to keep the other person as long as possible. Monitor - pay attention to language mistakes. For the next activity, Ss will meet with someone from the other group and talk about 3 minutes. This time they will pick a new topic. Monitor - pay attention to language mistakes. FB - ask questions: Who did you meet? Who was the most interesting? Which topics were easier to talk? Which ones were harder?

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

T writes down the mistakes that she noticed during activities on the board. Asks students to correct them.

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