Natalia Foster Natalia Foster

TP5 - Speaking Lesson
Upper Intermediate level

Materials

Abc White board (screen sharing)
Abc Screen sharing
Abc Cunningham, Sarah and Moor, Peter Cutting Edge Upper Intermediate Student Book 2005 Longman
Abc Parrott, Martin Grammar for English Language Teachers 2000 Cambridge University Press

Main Aims

  • The students will practice speaking skills for fluency and revise functional language in context of talking about feelings

Subsidiary Aims

  • The students will gain more language confidence while practicing functional language while speaking about feelings.
  • The students will be provided with reading, listening and speaking practice in a friendly learning environment.

Procedure

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

In my lead-in I will set the context of the lesson where students will be engaged in identifying feelings they see on a visual board. Jamboard https://jamboard.google.com/d/1G9-lA4JQ5GcOa7v7bxzbFF-gEliScN0BGrxinDoEoWQ/edit?usp=sharing T briefly shares her screen to make sure the Ss see the same image. The board has images of people experiencing various feelings. Q to the Ss: What feelings do pictures show? T instructs Ss to write a sticky note and attach it to the picture with short description of the feeling that person expresses (scared, happy, embarrassed, depressed, relaxed). After Ss finish, review the sticky notes by asking Q: Is this sticky note correct or not? T acknowledges correct answers.

Content Preparation (5-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

The brainstorming activity will allow Ss to come up with the ideas and concepts that support the completing of the main speaking task. Google slides https://docs.google.com/presentation/d/1KvSchlLlUxxbpn3U7ItjdsW2TnM7fVPBMQcBq975aHs/edit?usp=sharing T briefly shares her screen to make sure Ss see the same image. T gives instructions: Let’s brainstorms some ideas and answer Qs (Slide 1). You will work in pairs (breakout rooms) and learn as much as you can about your partner. You will have 3 minutes, and after that we will have OCFB so you can tell the class what you’ve learned about your partner. 1. What makes you laugh? 2. What frightens you? 3. What makes you feel depressed? 4. What helps you to relax? 5. What do you really detest? (Dislike intensely) 6. What makes you stressed? 7. What makes you feel embarrassed? 8. What makes you happy? Ss are sent to break out rooms. They discuss various situations; share their feelings (3 minutes). T monitors the breakout rooms and writes down incorrect language. (The notes will be addressed during last lesson stage of feedback and DEC.) After 3 minutes the Ss will be back in the main classroom, and will share the information about their partner during OCFB (3 minutes to hear them out). T elicits answers: Tell me about your partner, what did you learn about them? What makes them happy / afraid / embarrassed, etc.? T notes incorrect language, and reformulates some of the Ss’ mistakes if necessary.

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

T says "Now, we talked about your learning partner’s feelings. Look at Slides 2 and 3. Have you used any of the phrases before? Are they familiar to you?" Describing your feelings: One thing / another thing that really frightens me / embarrasses me is when… I hate / love it when … It really annoys me when … I find … very embarrassing / relaxing / annoying, etc. … makes me feel very happy / relaxed / depressed, etc. I just can’t stand / cope with Comparing: Me too / So do I What about you? Does anyone else feel the same way? Yes, I find … very relaxing / annoying, too Slide 3 One thing that always makes me feel + adjective … one thing that really + verb + me It / He / She / They just send(s) / drive(s) me completely crazy I find + noun phrase + adjective The thing that + verb me the most is + -ing It / He / She / They put(s) me in a good / bad mood I now I shouldn’t laugh, but I can’t stop myself from laughing / crying MPFA stage Let’s review a few phrases: (T opens whiteboard / Screen Share with 4 exponents that will be analysed). 1/ I love it when the sun is shining. I love it when … Meaning Elicitation: Am I happy when the sun is shining? – Yes Am I happy right now? – If they sun is shining, yes Is there a specific condition to my happiness? – Yes. The shining sun. Form “I love it when” is the first part of a compound sentence. I love it when + pronoun / noun + verb / be + verb-ing Is LOVE a verb or a noun here? - Verb Is it regular or irregular verb? – Regular The phrase can be changed and used in past tense (I loved it when) or future (I will love it when). Make a sentence using this phrase. Pronunciation / ī ‘lʌv _it ‘wen / There is a linking between love and it Where is the stress in this phrase? – Love_it I love it when the sun is shining. – The stress is on Love and Sun. Appropriacy Is it formal, informal or neutral? –Neutral 2/ I detest snakes. I detest… To dislike immensely / dislike intensely. Elicitation: Are snakes my favorite animals? – No Do I hate snakes? – Not quite, but I really dislike them What are the synonyms for “detest”? Despise, Abominate, Hate What is the opposite to detest? Love, admire Make sentences of your own using “detest”. Form I detest + noun / object pronoun / gerund Is detest a noun or a verb? – Verb Is it regular or irregular? - Regular Create your own sentence with the verb detest Pronunciation / ī dəˈtest/ Where is the stress in the phrase? – Detest I detest snakes. – The stress is on detest. Appropriacy Is it formal / informal, neutral? – Neutral, Formal 3/ What about you? It is used to ask someone to tell something in response to what someone has just said. Elicitation: Am I interested in what another person has to say? – Yes Can use this Q as a greeting? – No, it is rather a response to a greeting. When can I ask this Q? - It is used to ask someone to tell one something in response to what one has just said Form A W question that requires a full answer in response (not just Yes / No). Synonym: How about you? Pronunciation / ‘wət əˈbout yo͞o / There is Schwa sound in / əˈbout / Where is the stress in the sentence? You - showing a particular interest in the person. Appropriacy Is it formal / informal, neutral? – Informal 4/ I just can’t stand the sight of her. I just can’t stand.… Someone is expressing intolerance or disapproval for a person, or an action. Elicitation: CCQs for “I just can’t stand the sight of her.” Do I like her? – No Do I just dislike her or dislike very strongly? – I strongly dislike her Can I tolerate her near me? - No Will I get along with her if I see her tomorrow? – No Form“Can’t” is a contracted from of “can not” I just can’t stand + noun / object pronoun / gerund Synonyms: I despise / I hate / I can’t bear / I can’t tolerate / I am disgusted by Pronunciation/ i jəst kænt stænd / Can’t may also be pronounces as / kʌnt/ I just can’t stand the sight of her. Where is the stress in the sentence? Can’t and stand Appropriacy Is it formal / informal, neutral?? – Informal

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

Therapist and Client (role play activity). Slide 4 (visual) T explains the task: “Now you will talk about COVID-19 pandemic and how it affects everyone’s life. You will be working on pairs, where one person will be a Therapist, another will be a Client. The Client will share his feelings and thoughts on how they deal with the pandemic. The Therapist will be helping his Client to express themselves and find positive aspects of the situation. One of students will be the Therapist for 5 minutes, then switch the roles and do the activity as a Client for another 5 minutes. Total time 10 minutes. The goal of the activity is to communicate openly and use some of the target language presented on slides 2 and 3. In 10 minutes we will have an open class discussion where some Clients will share what feelings have been were discussed with their Therapist, and what positive aspects of pandemic have been found.“ T sends Ss in breakout rooms. T monitors and makes notes of incorrect language in her Word Doc file so she can share the screen later for DEC stage.

Feedback and Error Correction (10-12 minutes) • To provide feedback on students' production and use of language

After the speaking task T returns Ss to the main classroom. T and Ss discuss the most relevant aspects of the interaction. Slide 5 T asks a few individual students (in a role of Clients) Qs about their sessions “How was your session? Did your Therapist listen to your concerns? Did the Therapist help you find positive aspects of the situation?” Ss are encouraged to communicate and engage in the conversation. T notes incorrect language and writes it down for DEC. T gives short feedback about the activity and praises the Ss. For DEC, T shares her screen. T has some sentences written down (both accurate and inaccurate) and asks Ss to find incorrect language, asks why it is incorrect and then what correct sentence should be. As Ss correct, T highlights areas of grammar, lexis, pronunciation, appropriacy, etc. Ss are encouraged to correct each other if needed and communicate. End of the class: T praises the Ss and thanks them for their hard work. *************************************** If any time left, T can do a relevant extension: Q to Ss: Describe, how do you feel about the class? Let individual Ss to speak up and share.

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