Elaine Cristina Yalcin Elaine Cristina Yalcin

TP1 - Speaking - talk about an interest
Pre-intermediate level


In this lesson, Ss will talk about their interests, listen to a story about a speaker who has interest in motorcycles, review and practice lexis for past events and present activities.


Abc English Unlimited - Ss Bk - Unit 4.1, p34-35
Abc HO3 - adapted from: English Unlimited - Ss Bk - Unit 4.1, p35, ex 5
Abc English Unlimited - Ss Bk - Unit 1.3, p14, Task Listening ex 2 - record 1.7
Abc English Unlimited - Ss Bk - Unit 1.3, p14, Task Listening ex 2
Abc Adapted from: English Unlimited - Ss Bk - Unit 2.1, p18, ex 1

Main Aims

  • To provide Ss with practice speaking for fluency in the context of talking about an interest

Subsidiary Aims

  • To give Ss practice in functional language to talk about interests.


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

- Re-introduce self and greet students. - Project the exercise 1 on the board (without the title). Ask the Ss to predict what you are interested in. Ss get into pairs/small T gives the handout to the Ss with the ex 1 and ask them to talk about their interests. Duration: around 2 minutes. *Monitor: don't interfere, but write down possible vocabulary mistakes for post-task error correction. General w/c FB

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through listening

- Project the picture of Li (F.1) on the board and ask Ss to predict what is her interest. - Elicit predictions from the Ss. - Project the picture of Liz on the motorbike (F.2). - PW - Ask Ss to predict ex 2. Give examples for the predictions: 'Maybe she likes riding her motorbike near... rivers? or mountains?... what do you think? Ask your friend.' Monitor: check if the students are not using L1, and write down possible mistakes. - Take some general FB - Ss share their predictions - Listen for main idea: play recording 1.7 - peer check (answer: in the countryside, on empty roads.) w/c FB

Focus on Functional Language (8-10 minutes) • To highlight and clarify useful language for coming speaking task

- PW - Students do the matching ex. 4. Duration: 2 minutes *Monitor - don't interfere (write down the mistakes for the end of the lesson post-correction). - To check the ex 4, ask the pairs to get together with another pair - GW w/c FB - T writes on the board the simple past and present simple form. T asks Ss if they can identify which sentences, from the ex.4, are about the past and which are about now. Elicit answers from the Ss. Write the answers on the board. Ask Concept Questions to check the understanding. Drill some phrases for pronunciation.

Preparation for Speaking (4-6 minutes) • to provide preparation and confidence for the speaking task

Ss do ex. 5a SOLO - so they can get ready for the speaking task * Monitor and help them if needed

Productive Task: Speaking (9-12 minutes) • To provide an opportunity to practice target productive skills

-Drill the questions with the students, before starting the activity. -PW - Nominate the Ss as mountain and river. Ss talk about their interests - using the questions from ex 5a and answering with the sentences from ex.4. After 2 minutes T tells the 'rivers' to change to another mountain. Depending on the time, change the Ss for 3 or 4 times. *Monitor while they are speaking and take note of any errors, especially with the functional language. - Ask Ss to go back to their original partners and report what they learned about each other. Take some general FB to find out what they learned about each other.

Feedback and Error Correction (2-4 minutes) • To provide feedback on students' production and use of language

T writes down some good language and some errors that were heard while monitoring. Elicit the correct version from the Ss.

Web site designed by: Nikue