Andy Andy

Speaking
Upper Intermediate level

Description

In this lesson, students practice productive skill speaking through discussions on the advantages and disadvantages of being married. Students start off by discussing a warm up question, followed by a reading activity where students identify phrases that asks for and gives opinions. Students then analyze these phrases for meaning, appropriacy, form, and pronunciation. Following this is the speaking activity where students first brainstorm ideas on the pros and cons of marriage. They then engage in discussion. The lesson concludes with delayed error correction.

Materials

Abc Zoom whiteboard
Abc Google Slides

Main Aims

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

Subsidiary Aims

  • To provide scan reading practice using a text about advantages and disadvantages in the context of marriage

Procedure

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

T shares screen to Google Slides and ask Ss: "Do you think getting married means giving up freedom? Take 30 seconds to think about this now." Afterwards, T tells Ss: "Now you will go into breakout rooms to discuss this with your partner. You have 2 minutes" T sends Ss to breakout rooms and then monitors them. After 2 minutes, Ss return to the main room and T picks on students to share.

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

T shares screen to the Google Slides of the reading text. T tells Ss: "Read the first sentence." T waits for a couple of seconds. T: "Look at the underlined phrase ("what are your thoughts on"). What's the purpose of this phrase?" Ss answer. T: "This phrase asks for someone's opinion. There are two more in the text, find them and underline them. You have 1 minute" After 1 minute, T elicits Ss responses: "(Student name) what other phrases did you find?" T continues until all of them are mentioned. T highlights "Personally speaking, I believe" and asks Ss: "What's the purpose of this phrase?" Ss answer. T: "You use this to tell someone your opinion. There are two more in the text, find them and highlight them. You have 1 minute" After 1 minute, T elicits Ss responses: "(Student name) what other phrases did you find?" T continues until all of them are mentioned.

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

T asks Ss: "What kind of word follows 'What are your thoughts on...'? Is it a verb, noun, adjective?" T: "Do the other phrases that asks for opinions follow the same pattern?" Ss answers. T: "What follows these phrases?" T shows the phrases that express personal opinion and elicit Ss responses. T then moves onto pronunciation. T models and then asks Ss: "Where is the stress in this sentence?" T then asks: "What do you notice about the sounds 'what are'?" T explains that these sounds are linked together. T asks: "What is the intonation?" Ss answer. T then chooses different students to drill. T repeats this process for the other sentence.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T shares the screen to the Google Slides question: "What are the advantages and disadvantages of being married?" T tells Ss: "Think about this question and write down some advantages and disadvantages of being married. You have 2 minutes to do so" T models a T chart that Ss can potentially create to jot down ideas. T sends Google Slides to Ss. T tells Ss: "I will now send you to breakout rooms and you will talk to your partner for 4 minutes." T sends Ss to breakout rooms and monitors. After 4 minutes, Ss return to the main room and T conducts a brief DEC. T tells Ss: "You will go to breakout rooms again, but this time you will talk to a different partner for 4 minutes" T sends Ss to breakout rooms and monitors. After 4 minutes, Ss return to the main room and T conducts a brief DEC. Repeat for a third time if time allows.

Feedback and Error Correction (6-8 minutes) • To provide feedback on students' production and use of language

T provides DEC in between partner-switches by writing 1-2 sentences that have errors. T elicits Ss responses on what the errors are. T repeats the DEC process at the end of the lesson after the final rotation of partners.

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