Jessica Jessica

TP_5_Speaking_10062020
Pre-Intermediate level

Description

New Cutting Edge p. 12-13 Student's Book > Aims: To introduce and provide practice of speaking for fluency in the context of personal information >Procedure 1. Lead in – have a lead in based on personal information 2. Preparation – give Ss language they can use to do the speaking task, in this case, Useful Language sections 3. Speaking – allow Ss to talk about the topic (talking about personal information) at least twice, [3 times if time allows] with different peers 4. Feedback – provide Ss with feedback on language based on your monitoring of the task.

Materials

Abc New Cutting Edge p. 12-13 Student's Book

Main Aims

  • To introduce and provide practice of speaking for fluency in the context of personal information

Subsidiary Aims

  • To provide scan reading practice using a text about personal information

Procedure

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

T presents two questions: Who do you share your personal information with? What information do you share with them? T asks Ss to think about both questions. (30 sec). T asks Ss to type their answers in the Zoom chat box. (1 min). T nominates Ss to share their responses. (1 min). T shows possible answers for each question. (30 sec).

Planning (5-5 minutes) • To provide an opportunity to plan students' reports

T presents images of four people (roles). T tells Ss they will complete a role-play task. T tells Ss A1 and B1 are going to interview A2 and B2. T nominates Ss to answer the following CCQs: How do you ask for someone’s name? “What’s your name?” How do you ask for where someone is from? “Where are you from?” How do you ask for when someone was born? “When were you born?” How do you ask about someone’s family? “Who are your family members?” How do you ask about how someone met their husband/wife? “How did you meet your spouse?” How do you ask if someone likes their job? “Do you like your job?” How do you ask them to give you reasons for liking/disliking their job? “Why or why not?” When asking a question with the verb “be,” do we switch the order of the subject and the verb? Yes. Does the question word come before the auxiliary verb (“do,” “does,” “can”)? Yes.

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

Setting the stage 5 min T tells Ss they will complete a role-play task. T presents Ss with questions they can ask and fact files for four roles. T sends Ss link to the student PPT containing questions and fact files for the four roles. https://docs.google.com/presentation/d/1ehlTknrFJVBp9l3jwSuYvVJFnKBhgw55gST_QWQGW7c/edit?usp=sharing T organizes 3 BOR with 2 Ss each OR 3 BOR with 4 Ss each. Ss access the link with the questions and fact files. T nominates students to answer the following ICCQs: How many roles are there? 4. Which roles will talk to each other? A1/A2 and B1/B2. Will A1 talk to B1? No. Will B1 talk to B2? Yes. How many questions will you ask each other? 7. T tells Ss they will be sent to break out rooms to complete the task. T tells Ss they will need to switch roles after asking/answering all seven questions. T nominates a strong S to demonstrate the task to other Ss. T tells Ss they will have 15 minutes to complete the task. T nominates students to answer the following ICCQs: Is this a speaking or writing task? Speaking. Will you switch roles after asking/answering all seven questions? Yes. Who will you switch roles with? My partners. How long do you have to complete the task? 15 minutes. Task 15 min T sends Ss to BOR. Ss complete task and T monitors. (15 minutes).

Language Analysis (10-10 minutes) • To clarify the meaning, form and pronunciation of the task language

T provides Ss with feedback on language based on T’s monitoring of the task.

Language Practice (5-5 minutes) • To provide students with practice of the task language

T presents students with dialogue between A1 and A2. T nominates 2 Ss to read the dialogue. Ss read the dialogue. T nominates students to answer the following CCQs: What word do you use to ask about a reason? “Why.” What word do you use to ask about a place? “Where.” What word do you use to ask about a person or people? “Who.” T provides DEC if necessary. T presents students with dialogue between B1 and B2. T nominates 2 Ss to read the dialogue. Ss read the dialogue. T nominates students to answer the following CCQs: What word do you use to ask about a thing or many things? “What.” What word do you use to ask what way something is done? “How.” What word do you use to ask about a time? “When.” T provides DEC if necessary.

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