Adamantia Vasilopoulou Adamantia Vasilopoulou

TP5 - Speaking
Pre-Intermediate level


In this lesson Ss learn useful vocabulary to use when talking about calendars and important dates. TL is introduced and analysed gradually and the lesson ends with a Speaking task.


Abc Content Preparation - audio

Main Aims

  • To provide speaking fluency practice in the context of talking about a calendar and important dates.

Subsidiary Aims

  • To provide specific information in the context of calendars and important dates.


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

T greets Ss, introduces themselves and the lesson starts. T explains that in this lesson Ss will learn some useful language about calendars and important dates. T shows Ss a jamboard with some pictures and dates of famous events and tells Ss that they should match the pictures to the dates and the name of the occasion with their pair for 3' (it doesn’t matter if they cannot match all the elements or name the occasions). T asks relevant ICQs (How much time do you have?). T sends Ss to Break Out Rooms, enters each room and sends the relevant link. T monitors. When the time is up, T shows the jamboard with the answers for a quick feedback.

Content Preparation (5-6 minutes) • To prepare Ss for the content of the task

T tells Ss that they will listen to eight people talk about a date that is important to them and do a matching activity. T shows the task and sends the link. Ss listen and do the activity. T shares the correct answers (quick FB) and then T asks Ss to think about three or four important dates in their life and write them down in the chatbox. T demonstrates by saying ‘November the 2nd is an important date for me because this is the day when I was born’. T writes in the chatbox an example: ‘November the 2nd is my birthday’. T gives 2’ for the Ss to think and write their important dates in the chatbox.

Language Preparation (5-6 minutes) • To highlight and clarify useful language for coming productive tasks

T presents the functional language needed for the speaking task. T firstly shows the two expressions (slide n.1) that can be used to talk about calendars. T asks CCQs regarding the form (slide n.1) and proceeds to work on sentence stress and attitudinal intonation (slide n.2). Ss repeat chorally and individually. T then shows the two questions that can be used to ask about calendars (slide n.3). T asks CCQs regarding the form (slide n.3) and proceeds to work on sentence stress and attitudinal intonation (slide n.4). Ss repeat chorally and individually.

Productive Task - Speaking (18-20 minutes) • To provide Ss with fluency

T tells Ss that they will go to Break Out Rooms and interview each other about their important dates. They will use the questions that they learnt in this lesson (T will provide Ss with example dialogues during the speaking procedure by sending them a link to a Google document). T gives Ss 4'. Then, Ss will be separated again in different Break Out Rooms in different pairs for 4’ again, but this time T will replace some words from the dialogues with dashes. The task will be repeated two more times with more and more words being replaced by dashes. T monitors the procedure and notes down anything that needs to be analysed afterwards, in the next stage of the lesson (DEC and FB). (P.S: T has to be ready to copy and paste the new 'edited' text every time a 'round' ends and the pairs change).

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

T opens the whiteboard and begins writing words, phrases and/or expressions that were heard during the Speaking procedure and gives FB by correcting (with the help of Ss) and/or praising Ss. T also makes comments regarding the content of the Speaking task. T thanks Ss for their participation. T says goodbye and the lesson ends.

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