Gonzalo García Gonzalo García

Pre-Intermediate level


In this lesson, you will be able to introduce and provide practice of speaking for fluency in the context of comparing ideas


Abc Zoom platform

Main Aims

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

Subsidiary Aims

  • To provide review of job lexis in the context of in the context of comparing ideas


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

I greet the students and conduct a quick breathing exercise. After introducing the topic, I ask students to answer in the open zoom chat the following questions: What do you do for a living? Why did you decide to work in that field? If you are studying, why did you decide to study that and where do you want to work?

Exposure (7-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

I share the following link: https://jamboard.google.com/d/1OcR6DG-NAusZz8ZlCreeJ_O5j8BtzcWy4CVbrVQPMbY/edit?usp=sharing, and elicit these instructions (breakout rooms): These are my friends with their interests. Talk about and said and provide a job suggestion for him/ her, giving a reason for your suggestion. Check my example. At least three suggestions per person.

Peer-feedback (and open class) (1-2 minutes) • Have Students check progress and then, confirm in OCFB

Check with students ideas and then ask if there are any questions (scaffold from this part to the MFPA by eliciting some ideas from students)

Useful Language (6-7 minutes) • To highlight and clarify useful language for coming productive tasks

Ask students to share ideas from classmates, and write them down on the board (3 ideas overall: 1 with I think, one that says negative, and one with will). I ask: What do you think is the MEANING? (comparing your ideas) How do you do the comparison? By listening first, having two ideas or more, and then replying. Also ask: Can you use these phrases with your boss or friends? what is the appropriacy of the phrases? How do you know? FORM: Point out to the image on the presentation. Elicit where is the comparison (I don't think ...(1st idea) because.... (2nd idea) Pronunciation: Check stressing (particularly with hand rule)

Productive Task(s) (16-17 minutes) • To provide an opportunity to practice target productive skills

I share the form: https://www.flippity.net/ra.asp?k=19WStSwQjOtSPliv1F5T625jcnzUHuNr4Qnsn9XYAnls; and elicit instructions and use of the flippity. I elicit a conversation with one of the students. I set 16 min of time, and I explain that while they are debating/ comparing ideas, during the breakouts, I will be moving them around every 5 min so as they can talk with others.

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

I ask students to elicit some of the ideas debated (I write them on the board). If there are any mistakes in accuracy, I ask first for other students to help modify. If they cannot, I show the right use.

Web site designed by: Nikue