English Lesson Planner

Cesar Becerra

TP5 - Upper Intermediate level

TP5
Upper Intermediate level

Description

In this lesson, students will get speaking practice in the context of talking about life choices. They will have both a content and a language preparation stage before the actual speaking stage. Furthermore, during the speaking stage, they will listen, after a first attempt, to proficient speakers performing the same task. Then they will read a transcript and try to do the task again.

Materials

Voting Mechanism

Presentation

Useful Phrases

Voting Mechanism

Presentation

Useful Phrases

Main Aims

For students to gain speaking practice and develop fluency in the context of speaking about life-changing choices.

Subsidiary Aims

For students to acquire lexical items that relate to life-changing choices.
For students to develop their listening skills as they listen to proficient speakers and as they listen to their peers.

Procedure (41-43 minutes)

Rapport (2-2 minutes) • To generate a friendly learning environment before class starts

1. T asks students (some) how they are doing today.

Lead-in (2-3 minutes) • To set lesson context and engage students

1. T gives students examples of important life choices (getting married, quitting smoking), and asks students to brainstorm more of these. 2. As Ss brainstorm, T writes these choices in a Google Forms, thus preparing the next stage.

Content Preparation (5-6 minutes) • For students to think in more detail about content related to the topic of the lesson, in order to facilitate the speaking stage.

1. T shows Ss the newly created survey and asks them to vote. 2. Ss answer which decisions they have taken and which they think is the most important. 3. T conducts feedback by eliciting from students "Why is this decision so important?" "Are you suprised at the outcome?"

Language preparation (3-3 minutes) • For students to acquire useful, formulaic language for the speaking task

1. T. shows a Google Forms to Ss, as he explains the instructions. 2. Ss perform the guided discovery task in small groups (breakout rooms) 3. T monitors

Feedback (5-5 minutes) • For students to verify if their answers are correct and to clarify any confusion.

1. T shares screen and elicits answers from students, using the Google Forms as a visual aid 2. If there is a BIG disagreement, T provides additional examples in contextualized sentences taken from the coursebook. 3. T covers pronunciation with students, going over sentence stress and stopping for difficult pronunciation.

Speaking 1 (7-7 minutes) • For Students to Practice their Speaking Skills in the context of talking about life-changing choices.

1. T shows students the following question: "Which are the three most important decisions you have made?" and instructs Ss to discuss in small groups. 2. Ss work in breakout rooms, discussing these questions. 3. T monitors and gathers examples for the feedback session

Feedback (4-4 minutes) • To provide students with feeback on the language they used.

1. T elicits from students what their peers said 2. T shows students some useful phrases they said 3. T elicits from students other useful phrases they could use 4. T tells students which area of speaking they could focus on for the next speaking task

Speaking 2 (6-6 minutes) • For students to have further speaking practice, this time enrichened by what they learned in the previous feedback.

1. T shows Ss new questions: "How do you feel about the biggest life choices you made?" and "How did they change your life". 2. This time Ss discuss in different groups 3. T monitors.

Feedback (3-3 minutes) • For students to feel acknowledged in their speaking task and to have a sense of conclusion.

1. T elicits from students what their peers said.

DEC (4-4 minutes) • For students to learn from their own mistakes as well as to be encouraged by their good language use.

1. T shows students several sentences. 2. T elicits from students which sentences are correct and which aren't. 3. T congratulates Ss for good language use 4. T elicits from students why the incorrect sentences are incorrect.