Abdulsalam Abdulsalam

Speaking Lesson
Upper-Intermediate Level level

Description

In this lesson, the students will discuss some issues the globe is facing. Starting the lesson with a little discussion where students can express some of their thought about these issues. Then they will learn new vocabulary to help set them off to discuss these issues more fluently. After that the students will revise using will to express probabilities to help their accuracy in speaking. At the end, the students will be given a chance to use what they learned in a freer practice activity.

Materials

Abc Upper-intermediate book by Cambridge English
Abc PPt slides
Abc Pictures

Main Aims

  • For the students to practice fluency and accuracy in speaking using 'will for probability' in the context of pandemic diseases.

Subsidiary Aims

  • To provide practice and review of 'will for probabilities' in the context of pandemic diseases.

Procedure

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

-T displays (slide1) asking the students about some problems which the world is facing. -T elicits as many answers as possible from the students. Ss -T reveals some of the problems that the world is going through. On top of them is the ongoing pandemic. -T asks the Ss to take a screenshot before displaying the second slide.

Exposure (4-5 minutes) • For the students to practice speaking for fluency in the context of world problems(diseases).

-T displays (slide2) showing a task for the Ss. -T asks the students to pick one problem and speak about it in pairs. -T tells the Ss to briefly discuss it and not very deeply. In case the students have a little difficulty, T displays the 3 prepared questions to prompt the Ss. -T sends the Ss to breakout rooms. -T monitors Ss as they discuss with no interference. -Ss tell T about what they discuss briefly.

Pre-teach Vocabulary (7-10 minutes) • For the students to learn new lexis in the context of pandemic diseases.

- T displays (slide3) showing a picture to use it for elicitation. -T tries to explain what is going on in the picture in case the Ss needed a push. T could also display the definition for the next step for a further push. T could display a sentence with a gap of the required word for a further push. -T displays the word, ask for the stress, pronounces it, and drills it for a couple of times( more if needed) as the Ss repeat. - T does the same for the rest of the words(slides 4/5/6/7/8) - T goes over the words for one more time to confirm very quickly (could be skipped if needed).

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

-T displays (slide9) showing a picture of a scientist holding a cure. -T tries to elicit the sentence instead of giving it to the Ss (Scientist will probably find a cure for covid-19). -T listens to Ss while they try to give the sentence. -T highlights the form for further clarification. -T asks some CCQs to make sure that the Ss are on board. -T displays (slide10) showing a diagram containing some adverbs of probability. -T reveals them one by one from the least likely to the most likely with eliciting. -T displays 3 sentences containing an adverb of probability. Ss try to figure out which one is grammatically correct. T confirms the answer. (In case there is extra time, T could go over this slide) -T displays (slide 11) for students to briefly practice before the freer practice activity. -T asks the Ss to take a screenshot of the activity. -T asks the Ss to pick 2 or 3 points to answer. T tells the Ss that they will have to interview their partners for this task. T sends Ss into breakout rooms to discuss. -T monitors subtly as Ss discuss. -T listens to them when they get back from breakout rooms. Then ask Ss to finish it as HW.

Productive Task(s) (8-10 minutes) • For the students to practice speaking for fluency and accuracy in using 'will' in the context of pandemic disease

-T displays (slide12) containing the freer practice task. -T asks the students to take a screenshot to use it in case they needed some help discussing the points. -T asks the Ss to discuss the prompt questions, and more if possible in pairs/groups. -T sends the Ss to breakout rooms and monitors subtly. T takes notes to use for the feedback.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

-T displays the notes which were taken during monitoring. (If not, then starts text step) -T listens to Ss as they express what they discussed. -T uses finger correction if needed.

Flexi stage (3-5 minutes) • To provide an extra chance to practice fluency in speaking in using will for the context of pandemic diseases.

-T displays (slide 14) containing a question for the Ss to discuss. -T asks the Ss to discuss it together. T could give some questions to prompt the Ss. -T listens to the opinions of students.

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