English Lesson Planner | TP5 Speaking - Giving Impressions of an Event

Valeriya Lytvychenko

TP5 Speaking - Giving Impressions of an Event - Upper-Intermediate level

TP5 Speaking - Giving Impressions of an Event
Upper-Intermediate level

Description

The focus of this lesson will be on speaking. The lesson will start with a lead in that will introduce a context for a target language during which students will be expected to answer some questions related to events. After that, there will be the stage of preparation (content and language preparation). It will introduce a context for the content (events and students' impressions of these events) and will clarify meaning, form, pronunciation and appropriacy of the adjectives with -ing forms that express these impressions. This will be followed by the initial speaking practice that will allow students to check that they have understood the target language. Ss will be expected to talk about some extraordinary events saying whether they consider them stunning, breathtaking, fascinating, inspiring, disturbing or disappointing. In the final stage, there will be a freer speaking practice that will enable students to give impressions of events. Students will be asking and answering questions practising the -ing adjectives. At the end, there will be an open class discussion and delayed error correction.

Materials

Google Slides - Speaking

Main Aims

To provide speaking practice on giving impressions of events

Subsidiary Aims

To highlight and clarify useful language for coming productive tasks

Procedure (45-45 minutes)

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

T. will use Google slides to show the Lead in activity and will be asking Ss. to answer some questions to introduce the context for the target language: a) Do you enjoy going to the theatre, cinema, circus, exhibitions, shows, concerts or festivals? b) Which of these (theatre, cinema, circus, exhibitions, shows or concerts) are you mostly interested in? c) Which event would you love to attend?

Content Preparation (6-6 minutes) • To introduce a context for the content

T. will ask Ss. to match the titles of some extraordinary events with the corresponding images and, in pairs, share their answers in the private messages on Zoom. T. will elicit Ss' ideas what the events are about and will ask Ss. which events they would like to attend if they had a chance.

Language Preparation (8-8 minutes) • To highlight and clarify meaning, form, pronunciation and accuracy of useful language for coming productive tasks

Using Google slides, T. will ask Ss to identify whether the words stunning, inspiring, disturbing, breathtaking, disappointing and fascinating express a complaint, an overall impression or gratitude and will use some CCQs to clarify the meaning of these 6 words. After that, T. will ask Ss. to analyse whether the words mentioned above are formal or informal and will provide some options of informal language. Then, T. will address the aspect of form, asking Ss. what these 6 words have in common (they are adjectives with -ing ending). Finally, T. will clarify the pronunciation aspect and will have a short pronunciation practice.

Initial Practice (8-8 minutes) • To provide an opportunity to practice target productive skills and check that students have understood the target language

Using Google slides, T. will show more images of extraordinary events with some short explanations and will ask Ss. to express their impression of these based on the guiding questions. The last image will picture T's experience during one of the past events. Based on this image, Ss. will be expected to use adjectives that have been reviewed before and to explain their choice.

Freer Practice (12-12 minutes) • To enable Ss to give impressions of events

T. will instruct Ss. to work in pairs/groups using breakout rooms function in Zoom. Ss. will be expected to ask and answer the questions (on Google slides) using the target language: 1. Which event (that you attended or heard about) did you find stunning? Tell your group mates about it. 2. Which event did you find disappointing or disturbing? Tell your group mates about it. 3. Which was the most breathtaking moment in your life? Tell your group mates about it. 4. Which fascinating or inspiring event would you like to attend? Tell your group mates about it.

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

T. asks Ss. what they have practised in today's class. T. makes a delayed error correction.