Tyrah Tyrah

TP5 Speaking
Upper Intermiediate level

Description

In this lesson, students will practice speaking fluently and accurately in the context of describing routines. Particular attention will be given to using adverbs/adverbial phrases of frequency in describing routines.

Materials

No materials added to this plan yet.

Main Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of routines

Subsidiary Aims

  • To provide clarification, review and practice of adverbs of frequency in the context of routines

Procedure

Lead-in (5-6 minutes) • To set lesson context and engage students

T tells students to discuss the question, "Do you consider yourself more disciplined, or more free?" in groups of 2-3 in breakout rooms for 3 minutes T models example response Ss discuss in breakout rooms (3 min) T nominates some Ss as necessary to share answers to lead-in question (2 min)

Preparation (9-11 minutes) • To highlight and clarify language for coming productive tasks, and narrow down topic

T tells Ss to brainstorm two things they did in their daily routine as a child, and two things they do in their daily routine as an adult for 2 minutes Ss brainstorm (2 min) T tells Ss they will complete Task 1 individually for 2 minutes T shares link to Task 1 through chat Ss complete Task 1 (2 min) T and Ss review answers as whole group, justifying choices (1 min) T reviews MAFP with Ss

Speaking (14-18 minutes) • To provide an opportunity to practice target productive skills

T tells Ss to discuss their daily routines as children in breakout rooms in groups of 2-3 for five minutes Ss discuss in breakout rooms (5 min) Ss return; T nominates some Ss to share breakout room responses, if necessary T conducts feedback conducted if necessary T tells Ss to discuss their daily routines in the present in breakout rooms in groups of 2-3 for five minutes Ss discuss in breakout rooms (5 min) Ss return; T nominates some Ss to share breakout room responses, if necessary

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

T answers any questions on material T conducts DEC, addressing any mistakes heard throughout speaking stages

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