Zelal Zelal

Speaking Lesson
Intermediate (B1) level


In this lesson students practice speaking in the context of party through dialogues. The lesson starts with a lead in where teacher shows two pictures and have students talk about them. This is followed by a listening activity where students match the questions with the answers. Later, the lesson focuses on vocabulary (MFPA) that the students may use in production phase. Then students prepare and in pars talk about a party they've been to. In the end teacher and students give feedback and correct errors together.


Main Aims

  • To provide fluency and accuracy speaking practice through dialogues in the context of party

Subsidiary Aims

  • To provide specific information through listening practice using a matching activity in the context of party


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

Teacher puts two different pictures on the board (birthday party/new year party) and asks students to discuss what they can see in the pictures, what kind of parties are they, what people are doing, if they've been to one of the parties before, etc... Teacher sets a time limit of 2. Then teacher asks each pair to share one or two things their pairs talked about with the whole classroom.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through listening

Teacher focus the student’ attention on the photos of Paul before and after they party. Teacher explains that they’re going to hear him talking about a fancy dress party he went to. Teacher asks them if they can guess from the photo who he went dressed as. After eliciting answers, teacher gives each student a handout which has questions to match with the answers; there is one extra question that the listening material does not answer. Teacher goes through the questions and the answers with the class; explains any unknown vocabulary. Then students listen, match the questions with the answers, find out which question is not answered. If necessary, students listen to the audio again and check answers; if not, teacher asks students to check answers with the person sitting next to them. Teacher elicits answers from the students.

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

Teacher gives each student the transcript of the listening material where she highlighted some vocabulary that they may use during next phase. Teacher explains what the handout is and asks students to discuss in pairs what these words mean in 2 minutes. Then teacher clarifies the MFP; asks students to guess where the stress is for each word, teacher then models, students drill, and shows the stress on the board. Teacher clarifies form whenever necessary, and in order to clarify meaning asks CCQ's as follows: Did I go to the party? -yes Did I stay at the party? -yes Did I have fun? -yes Do people wear costumes in theme parties? -yes Can people wear casual clothes in theme parties? -no Can one wear jeans to a fancy dress party? - no Should one wear clothes that are special and unusual? -yes Do you wear informal clothes if you’re dressed up? -no Do you dress up when you go to a theme party? -yes Can lipsticks be in different colors? -yes Do you wear lipstick on your lips? -yes Do men use it? - no Do high heels make you look taller? -yes Do people usually wear high heels to parties? -yes Did he enjoy wearing lipstick? -no Did he enjoy wearing high heels? -no Are there other things he did not enjoy in particular? - no Did he enjoy the rest of the party? -yes Do fairy lights look good? -yes Do they make the place look magical? -yes Did they have mirrors in the garden? -yes Did the mirrors make the garden look bigger? -yes When the light reflects, does it pass through the surface? -no Can you call someone to invite somewhere? -yes Can you send a card to invite someone somewhere? -yes Can people go to weddings if they are not invited? -no Did wearing fancy dresses help people feel more relaxed? -yes Did people talk to each other easily? -yes Are local places close to the area where you live? -yes

Productive Task(s) (15-20 minutes) • To provide an opportunity to practice target productive skills

Teacher gives the handout to the students and explains them that they are going to tell their partners about a party that they have been to. (If they've not attended any parties before, teacher adapts the questions for them for a wedding, family occasion they've attended.) Teacher tells the students that they'll look at the questions in exercise 1 ask themselves these questions, think about what to say and how to say it, take notes (not writing a paragraph). Teacher sets a time limit of 5 for them to get ready. Later, students tell their partners about the party they've attended before. Teacher encourages partners to ask questions to each other. Teacher monitors, takes notes for feedback and error correction phase; and is always ready in case students need help. In the end, some pairs report back to the classroom what they've found out.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

During the productive task stage teacher took notes on errors; in this phase teacher gives feedback and writes them on the board. Teacher asks students to correct errors, if they cannot she corrects them herself. If there are no enough errors to correct, students change partners and retell their parties .

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