Ahmed Adel Ahmed Adel

IELTS TP4
Upper-Intermediate level

Description

In this lesson, learners will practise the "Part 2" Speaking section of the IELTS Academic exam.

Materials

Abc House & Flat Pictures
Abc HO3 Speaking Task
Abc Speakers
Abc HO2 Likes & Dislikes
Abc HO1 Videos Qs
Abc White Board
Abc AK2

Main Aims

  • To provide fluency speaking practice in a conversation in the context of houses and flats

Subsidiary Aims

  • To provide practice of language used for expressing likes and dislikes in the context of houses and flats

Procedure

Lead-in (3-4 minutes) • To set lesson context and engage students

Begin by familiarising learners with Part 2 of the Speaking section in the IELTS Academic exam. Elicit what they know about it from them. Correct them if needed. "This is Speaking Part 2. What do you know about Part 2?" Elicit: Time: 3-4 minutes Type: individual long turn (speaking alone for 2 minutes) Preparation time: 1 minute Now, show them a set of pictures of a fancy house from outside and inside. Show them another set of pictures for a flat from outside and inside. Tell them they will work in pairs. Ask them "What's the difference between these two sets of pictures? Which one is better in your opinion? Why?" Give them 2 minutes. Let them share their ideas with you and give feedback on content.

Preparation (9-10 minutes) • To provide a model of production expected in coming tasks through a discussion

Tell learners they will watch 2 videos to compare them and comment on them after watching the videos. Give them HO1 (comparing a flat with a house) and give them half a minute to look at the questions. They work individually. ICQs: Will you speak or write? Write Will you work alone or in pairs? Alone Will you answer while watching or after watching? After Show them a silent video of a flat and another video of a luxurious house. When finished, switch the lights on and ask them to answer in 1 minute. Now, they compare their answers in pairs and start the discussion in the second half of HO1. Give them 5 minutes. Check their answers and give feedback on content.

Useful Language (8-9 minutes) • To highlight and clarify useful language for coming productive tasks

If possible, take a sentence from the previous discussion and put it on the board. If there are no sentences, right the following one: Ex: "The house is very spacious and luxurious". Ask them: What kind of words do use to describe the house? Elicit: adjectives. Now, in pairs, they try to come up with as many adjectives as possible that can be used to describe houses or flats. Give them 4 minutes. ICQs: Will you write sentences or just adjectives? Just adjectives Individually or in pairs? In pairs. Will you speak or write? Both :D Monitor discretely. Provide correction if needed. When finished, they share their answers as whole class. Write these adjectives on the board so that they can be used during the speaking stage. Now, give them HO2 (expressing likes and dislikes) and tell them they need to put the phrases in the correct column. They work individually. Give them 3 minutes. They check in pairs after finishing. Give them AK2 to check their answers.

Speaking (18-20 minutes) • To provide an opportunity to practise target productive skills

Change pairs. Let learners sit face to face. Tell them they have one minute to prepare for the speaking task. They can take notes during that minute. They should speak for at least a minute and a maximum of two minutes. One will be the examiner and the other will be the examinee. The examiner should read the question head for the examinee. When they hear a clap, they switch roles. For the second clap, they change partners! ICQs: How long will you prepare? 1 min How long should you talk? 1 - 2 mins What will you do when you hear the first clap? Switch roles What will you do when you hear the second clap? Change partners! Give them HO3 (speaking task) and give them 1 minute to prepare. After the minute is over, ask them to start speaking. Monitor discretely and take notes of correct and wrong sentences. Clap your hands for them to switch roles. After 2 minutes, clap it again for them to change partners. Repeat the last step so that they all speak to each other. Now, give them HO4 (additional speaking task) and tell them that they will do the same: prepare, speak, switch roles and change partners. Monitor discretely and take notes of correct and wrong sentences. Clap your hands for them to switch roles. After 2 minutes, clap it again for them to change partners. Repeat the last step so that they all speak to each other.

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

Give feedback on content. Ask: What interesting ideas have you heard from your partners? Listen and show interest. Now, write some correct and incorrect sentences on the board and ask them to determine which is which. They should correct the wrong ones in pairs.

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