Dan Molina Dan Molina

Low-intermediate level


To provide speaking fluency practice in the context of choosing a manager for a pop group.


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in a discussion in the context of choosing a new manager for a pop group

Subsidiary Aims

  • To provide clarification and practice of Vocabulary to mention preference, explain choice and agreeing/disagreeing in the context of choosing a new manager for a pop group


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

One student will read out loud the short text about the SPOTS!, a teen pop group, They will have to answer: - Why do artists need a manager? - What are the responsibilities of a manager? 1 min for instructions 2 min for groups to discuss 1 min. 1 or 2 Ss share their ideas.

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

In this stage, students will be introduced to the first two candidates. Then they will read a Text with the TL GIST - In 1-2 min, Ss will read the 2 profiles - In 2 min, they will answer: "How good managers do you think they could be?" DETAIL - In 2 min, Ss will read a discussion between the group members about who should be their next manager. - In 1-2 min, Ss will discuss if the group reached an agreement or not?

Useful Language (11-12 minutes) • To highlight and clarify useful language for coming productive tasks

In this section, there's a self discovery guide for MFPA a) MEANING - 1-2 Minutes: Individually, Ss will Decide how formal 3 ways to disagree are and then will discover meaning by dividing sample sentences into 3 categories: (SAYING WHAT YOU PREFER - EXPLAINING YOUR CHOICE- AGREEING OR DISAGREEING) - 2 Min: OCFB. Checking answers b) FORM - 2 min: In groups, Ss will complete 3 sections: First, what goes after Agree ON and Agree with. Then which sentence has a full sentence afterwards (Subj+Verb+Complement), and finally the correcting a couple grammar mistakes. - 2 min: OCFB. Checking answers. c) PRONUNCIATION - 3-4 min. Ts will model and drill

Productive Task(s) (15-16 minutes) • To provide an opportunity to practice target productive skills

2 min: Individually, they Ss read the profile of the next 2 candidates. SPEAKING PRACTICE: Depending on how many students, they will discuss with different peers every time. In 5 min, Ss will discuss which of the candidates will be the best option and why In 5 min, Ss will discuss which one would be the worst manager the group could choose and explain why. In 3-4 min, Ss will rank the 4 candidates from best to worst and explain why.

Feedback and Error Correction (3-4 minutes) • To provide feedback on students' production and use of language

3-4 min: In OCFB, T will go through DEC (Delayed Error Correction)

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