New lesson plan: TP7-Speaking

Giovanna Meinberg Paganini

TP7-Speaking - Upper Intermediate level

TP7-Speaking
Upper Intermediate level

Description

In this lesson, students will practice their speaking skills while learning new vocabulary in the context of a conversation about the school system. They will be introduced to the topic through a quick lead-in speaking activity and will then explore the language in a self-guided task. Students will then have the opportunity to practice with the new lexis through a longer speaking task that will require them to voice their own opinions on the topic.

Materials

Language and Content Prep

Productive Task

Language and Content Prep

Productive Task

Main Aims

To provide fluency and accuracy speaking practice in a conversation in the context of the school system.

Subsidiary Aims

To provide clarification, review and practice of school lexis in the context of the school system.

Procedure (36-45 minutes)

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

T asks Ss "What was your favorite subject at school? Why? Give reasons." Ss discuss via Zoom breakout rooms in pairs for 2 minutes. T monitors breakout rooms. T conducts OCFB and Ss share their discussions

Exposure (4-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

T sends Ss a Google slide with a text about the topic of the lesson. Ss are asked to read the text individually for 1 minute. T asks Ss "What was the text about?" and explains that they will be producing a similar type of conversation with their partners later in the lesson. CCQs: Is it a conversation or a debate? (Conversation) Is it casual or professional? (Casual)

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

T asks Ss to work individually on one slide each for meaning and form. Ss work on the slides for 4 minutes while T monitors. T conducts OCFB to check for answers. T conducts pronunciation exercise: drilling and eliciting of syllables and word stress.

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

T sends Ss a Google Jamboard with visual details of the task. T asks Ss to scaffold for 1 minute and write down what they think are the positives and negatives of having arts in school. T sends Ss to Zoom breakout rooms in pairs to discuss "Should the arts be taught in schools? Why or why not?" Ss discuss for 5 minutes while T monitors. T conducts OCFB and Ss share new ideas. T asks Ss to scaffold for 1 minute and write down new ideas of positives and negatives. T sends Ss to Zoom breakout rooms in new pairs to discuss the same topic again. Ss discuss for 5 minutes while T monitors T conducts OCFB and Ss share their conversations [repeat one more time if time allows]

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

T conducts final OCFB where Ss have the opportunity to ask questions on the language and topic learned about in the lesson. T conducts DEC for any mistake observed during the lesson.