sean hardy sean hardy

speaking lesson pre-int 21.05
pre-intermediate level


Main Aims

  • To provide fluency speaking practice in a conversation in the context of happiness

Subsidiary Aims

  • To provide practice of comparative adjectives in the context of happiness


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

Students work in pairs and discuss the question "what is important for your happiness?" Followed by a WC share, I will board the ideas that the students come up with, and try to brainstorm further ideas.

Useful Language (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

After boarding the ideas from the brainstorming task, I will elicit words for the next task. "job security",Job satisfaction", "stress", and "position". I will elicit new words if I can, or tell them the words then concept check, drill, write and mark the stress

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

students will be given a worksheet with a question "which is more important money or health?" two different answers will be shown. Students work in pairs and discuss which answer they agree with and why. Followed by WC share.

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

students will work in pairs comparing things, and discuss the question "Which is more important?" They will compare job security/ job satisfaction, high salary/ high position, high salary/ less stress, big family/ small family. Followed by a WC share. I may use only 1 or 2 of these depending on how much time I have and how many students there are. I would like to follow this with a pyramid task. Students will write the 3 most important things for a happy life. Then work in a pair and agree on 3 things together. Followed by small groups and finally the WC.

Feedback and Error Correction (2-5 minutes) • To provide feedback on students' production and use of language

I will check errors by writing them on the board and have the students work in pairs and find the mistakes, followed by a WC check

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