Chris Herriage Chris Herriage

Unit 9a: Speaking
Intermediate level


In this lesson, students will practice the language learned in the previous lesson (some, any, all, most, none) in the context of planning a shopping area. Ss will create a proposal in groups and orally present it to the WC.


Main Aims

  • To provide accuracy and fluency speaking practice in a real life situation (proposal to a council) in the context of planning a new shopping area in their home town/city.

Subsidiary Aims

  • To review and practice the "old stuff." Students will have to draw upon and use previously learned grammar and vocabulary.


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

Do you like shopping? Where can you go for shopping in Istanbul? What are your favorite areas for shopping?

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

If we were to make a new shopping center in Istanbul, what should we include? Draw a mind map with "New Shopping Center" in the middle. Elicit general topics from wc, i.e., Place, Shops, Facilities....Have students work in groups or pairs to come up with examples for each topic. Get FB from groups, write on WB.

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

Elicit verb tenses that Ss think they'll need to talk about planning (simple present, infinitive of purpose, present perfect, going to and will future tense). Write "Useful Language" prompts on WB. Have each group work on completing two of the prompts. Have students look over the terms on Vocab HO. Get FB about unfamiliar words. Drill pronunciation if necessary.

Productive Task(s) (10-12 minutes) • To provide an opportunity to practice target productive skills

Have Ss read the Situation on Activity HO. Instruct Ss to create a plan for the shopping area covering the points on HO. Have Ss read to the class about who their group represents. Go to task.

Productive Task pt.2 (10-12 minutes) • To gain further speaking practice through inter-group communication

Make three new groups with one S from groups A, B, and C. Using the plans they have just made in their old groups, Ss share ideas and come up with a comprehensive plan to share with the class.

Feedback and Error Correction (5-10 minutes) • To provide feedback on students' production and use of language

Having monitored the wc, make notes about common errors/mistakes/slips. Elicit corrections from the WC, and make corrections giving various examples. Have students practice the correct language in GW talking again about their plans.

Web site designed by: Nikue