TP 5- Speaking lesson
Upper intermediate level
To provide fluency speaking practice by asking and answering questions in the context of giving an interview.
To practice listening and asking questions that lead to information for better communication.
Procedure (31-44 minutes)
T introduces herself and greets Ss T shares her screen that shows two photos one of a casual talk show and the other of a formal job interview T asks the Ss to discuss the two images - what is similar - what is different T tells Ss to discuss as a group and see what they think T gives Ss 2 min to discuss T monitors the Ss assessing interest, engagement, shyness, etc. T conducts OCFB guiding them toward the personal nature and history of a person rather than their skills for a task.
T shares screen with Ss to set up the task T has Ss read the task Think of a person you know personally that you would want to interview. What do you want to know about this person? With a partner discuss what areas of their life you would like to learn more about. Do you have similar topics? Write your ideas on the next slide. T gives an example - I want to know more about my grandpa - areas about his life I would like to know about are - his upbringing, his time in the Navy, why he moved to the United States T gives instructions - I am going to send you a link to this in the chat box. - I am going to break you into groups(1, 2, 3) - each group will receive a different link - you will have 3 minutes to discuss this with your partner/group via break-out rooms T stops sharing screen T asks ICQ's - Are we doing this task with a partner? yes - What are we brainstorming? topics to know more about a person - Are we talking about my grandpa or someone you choose? someone you choose, yes - how much time do we have? 3 min T sets groups T shares link T confirms access T creates break-out rooms T monitors rooms T brings Ss back T has Ss discuss their ideas while using the wb or screen share of slides to write down ideas. T makes connections of ones that are similar
T shares screen with the Ss T explains the game instructions - You will do this on your own - you will have 5 minutes for this task T asks ICQ's -Are we doing this alone? yes -How much time do we have? 5 min T shares the link T confirms the link T monitors Ss T thinks about questions that could be formed for topics that Ss came up with in brainstorming task T prepares ideas T shares screen with Ss when finished. T goes through the game with the Ss T has Ss ask the questions one by one and then call on some for answers T gets agreement T goes over more thoroughly any questions not understood. T uses this to ask questions relating to MFPA - Where is the stress in this sentence? - where is the intonation? ( I will model and drill chorally)
T shares screen with Zoom WB T sets the next task - We are to interview each other - take the list of ideas we created earlier and I want you now to create questions to ask your partner. T gives example - if you want to ask about them as a kid. You could create a question like.. - What were you like as a kid? - what was your childhood like? T gives instructions - Take 3 min now to create questions on your own T monitors T then gives instructions for the second part of the task - Now I am going to split you into the same groups - you are going to have 12 minutes total - you are both going to do both roles - after the first 6 minutes, we will switch - make sure you practice your listening skills as some of you will share with the class - I will let you know when to switch rolls T asks ICQ's Do you both get to practice being interviewed? yes Do you have to keep an eye on the time? no, you will let us know T sends groups to break-out rooms T monitors T looks for language that is good and language that can be fixed T prepares 4 or 5 sentences to use for FB T keeps an eye on the time to tell them when to switch T brings Ss back T guides certain groups to talk about what they learned T asks if anyone wants to share something interesting that they learned about their partner T points out good sentences that lead to discussions, why things that worked worked
T will use the WB to write down 4 sentences - one will be correct - three will not be T will ask students if they can find which one is correct and which ones that have errors and do they know what can be fixed? T gives instructions - I am going to send you back to break out rooms - you will have two minutes to try and find the corrections with your partner. T creates the rooms T monitors T brings everyone back T shares screen and goes over the sentences one by one T calls on Ss to see what they think T elicits more correction if needed T thanks Ss for their time, it was nice to meet you and I hope that you have enjoyed the class