Jack Jack

TP5 Speaking
Upper Intermediate level


For speaking practice lesson of TP5


Main Aims

  • To provide fluency speaking practice in the context of talking about holidays

Subsidiary Aims

  • To provide review of information questions using past tense


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

1. Tell students this is a speaking lesson with a topic and read out a group of words such as hotel, relaxation, flight, enjoy, sunbathe to elicit the word 'holiday' from the students. 2. Show all the words that have just been read and the word 'holiday' to students on the sheered screen. (page 1&2 of Jam-board) link: https://jamboard.google.com/d/1jQrxi03iIcHx7sVcu0RdcL6SL72DOEcuIO6hV_266xQ/edit?usp=sharing

Exposure (5-7 minutes) • To provide language exposure for use in coming tasks through a sentence gap filling exercise.

1.Context setting: show the picture of two monkeys talking about holiday to introduce the text 2.Guide Ss to come up with normal questions used when asking about the information of holiday. (page 2 of Jam-board) 3. Transition to TL, i.e. useful languages for conversation. (page 2, Jam-board). Briefly explain the use of TL and have Ss do the task in google form as guided discovery practice of the TL. 4. Pair Ss to BOR for the task. 5. Check the answers from Ss and run OCFB link: https://forms.gle/XwJsFdot16ViEoWQA

Useful Language (5-7 minutes) • To highlight and clarify useful language for coming productive tasks

1. Based on the results from last stage, selectively go through MFPA of TL. Use section two of the google form for the meaning and appropriacy of TL and second page of Jam-board for form and pronunciation of the TL. Link: https://jamboard.google.com/d/1jQrxi03iIcHx7sVcu0RdcL6SL72DOEcuIO6hV_266xQ/edit?usp=sharing https://forms.gle/XwJsFdot16ViEoWQA

Productive Task(s) (15-20 minutes) • To provide an opportunity to practice target productive skills

1. Give the speaking task (page 4 jam-board): find out who has the most interesting/special/unusual holiday. 2. Group Ss to BOR with two or three rounds if possible 3. Monitor and take note of both good and wrong language used by Ss for the following feedback stage. https://jamboard.google.com/d/1jQrxi03iIcHx7sVcu0RdcL6SL72DOEcuIO6hV_266xQ/edit?usp=sharing

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

1. Give feedback using the notes taking when monitoring or refer to the problems and solutions of language analysis. 2. End the class.

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