Frank Ameca Frank Ameca

TP5 Speaking
Elementary level

Materials

Abc Google Slides
Abc Google Jamboard
Abc Book

Main Aims

  • To provide fluency speaking practice in a description in the context of bedroom and living room

Subsidiary Aims

  • To provide practice of there is and there are in the context of house
  • To provide practice of furniture lexis in the context of house

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T will show a picture of a bedroom. T will describe his room using the target language for students to notice how to describe a picture. T will show the picture one more time but this time with the sentences

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

T will give students a link to Jamboard. In case, students can't have access T will present the page . - T will tell students to pay attention to the Jamboard. - T will ask ss to match names with pictures related to vocabulary about bedroom to make sure the meaning of each word is understood. Instructions: Match the name with the picture, please. - T will model pronunciation and ask ss to repeat. Choral drilling will give the ss practice in accuracy, and a chance to master the correct pronunciation. - T will show one more Jamboard with different vocabulary. - SS will match names with pictures related to vocabulary about living room to make sure the meaning of each word is understood. Instructions: Match the name with the picture, please. - T will model pronunciation and ask ss to repeat. Choral drilling will give the ss practice in accuracy, and a chance to master the correct pronunciation.

Useful Language (4-6 minutes) • To highlight and clarify useful language for coming productive tasks

- T will show a slide with the TL to use. - Ss will discover the meaning of the TL by paying attention to sentences. They need to tell when they use There is and There are. CCQ You see one thing, you use? You see two or more things, you use? - T will elicit the form of the TL. F There is = There's There are CCQ = Can we change this (pointing to "there is") Yes, for "there's" - T will model the pronunciation. SS choral drills the language to have accuracy in the pronunciation. P There is (show the linking between there and is) There are

Productive Task(s) (17-20 minutes) • To provide an opportunity to practice target productive skills

Practice 1 -T will show ss slides with pictures of bedrooms and living rooms on Google. - T will elicit descriptions - SS will take turns to say what they see in the pictures using the TL. In case one s doesn't know, T will ask somebody else then he will ask the s again. E.G. There is a bed, There are windows. Practice 2 - T will tell ss to have a mini conversation about their bedrooms and living rooms. - SS have to have to tell each what they see in those rooms. For this T will send ss to Breakout rooms. Do this in trios, if ss are few, do this in couples. - Ask ss to take notes about their partners. Instructions: Talk to your partner, say what you see in your bedroom and living room. Take notes. - If having enough time, send ss to Breakout again but with different partners. -T will visit breakout rooms to check this activity, and to take notes about mistakes ss make. OCFB T will ask ss to share about their rooms

Feedback and Error Correction (5-8 minutes) • To provide feedback on students' production and use of language

T will monitor and note down the common errors that the students made during pair / group works and correct these errors on the whiteboard.

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