New lesson plan: TP5- Speaking

Liam Smith

TP5- Speaking - Upper Intermediate level

TP5- Speaking
Upper Intermediate level

Description

In TP5, learners will be provided speaking practice based on the context of reflecting on life event and choices (job interviews). We will begin with a lead-in and have the students predict the topic of the lesson. They will then have the opportunity in pairs/groups to ask each other topical questions. We will then cover a content based task which will look at job application forms. After that we will then cover target language through meaning, form and pronunciation. The learners will then carry out a controlled exercise (role-play), at a job interview. Finally we will then go into a free practice task, to allow the students to practice language they have learnt in this lesson. We will finish with feedback and delayed error correction.

Materials

Google Slides- TP5

TP5- DEC

Google Slides- TP5

TP5- DEC

Main Aims

To provide accuracy and fluency regarding a range of speaking activities

Subsidiary Aims

Vocabulary- discovering new target language and applying it successfully within the lesson

Procedure (35-45 minutes)

Lead-in (3-5 minutes) • To set lesson context and engage students

-T welcomes Ss to the lesson and shares Google Slides. -T asks Ss to predict what the topic of the lesson will be about based on images on slide 1. (1 minutes) -T will then display two topical questions on Slide 2 and model answers. -T will then place Ss in BOR and have them ask each other. T will monitor (3 minutes) -T will then nominate Ss to share answers and offer feedback. (1 minute)

Content Preparation (8-10 minutes) • To provide context for the target language through a text or situation

-T will display an example of a job application form (Google Slides) where language can be corrected. Ss will be placed into BOR's and will identify the changes and think of new language in its place. (4 minutes) -T will nominate Ss and ask to them to share answers. (2 minutes) -T will provide an alternate answer using appropriate language for that situation. - T will ask CCQ's to check comprehension.(2 minutes)

Language Preparation (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning -T will ask Ss to match the definition to the word. -T will ask follow up questions (CCQ's) relating to appropriacy of each meaning. (3 minutes) Form -T will elicit form and set task (gap fill) for Ss to complete. -T will put Ss in BOR's and will monitor -T will nominate Ss to check understanding. (3 minutes) Pronunciation. -T will model pronunciation for Ss and cover stress. -T will nominate Ss and ask to practice this. -T will provide feedback (3 minutes)

Controlled Practice (Speaking Task) (8-10 minutes) • To concept check and prepare students for more meaningful practice

-T informs Ss they will complete a role play speaking task where they will take it in turns playing the interviewer and the interviewee. -T will model an answer for Ss and ask CCQ's to determine their understanding of the task. (1 minute) -T will place Ss in pairs in BOR's and monitor their progress. (6 minutes) -T will conduct OCFB and nominate Ss to share answers and provide feedback on language. (2-3 minutes)

Free Practice & DEC (8-10 minutes) • To provide students with free practice of the target language and feedback

- T will show students 'interview tips' from a buzzfeed blog via Google Slides. Ss will discuss whether they agree/disagree and then decide what 'advice' they would give to a friend regarding Job Interviews. (1 minute) -Ss are placed in BOR's and T will monitor their progress. (4 minutes) -T will carry out OCFB and nominate Ss to share answers. -T will go into DEC and display strong/weak answers for Ss. (4 minutes) -T will thank Ss for their participation and wish them a good week.