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Lesson Plan 5 Speaking
Upper - intermediate level


No materials added to this plan yet.

Main Aims

  • To introduce and provide practice of speaking for fluency in the context of films.

Subsidiary Aims

  • By the end of the lesson, learners will have also discovered the MAFP of language for speaking using vague language ( relatively, pretty, somewhat).


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

T plays a film company intro to elicit the word film by asking the question: Do you recognize this sound? T asks the questions: *What film elements make you want to watch a film? T elicits some film elements and keeps a record of them ( plot, music, themes, actors, etc.). *Do you consider a person's opinion when deciding to watch a film or not? Yes/No Why? T elicits ideas. Learners work in pairs in breakout rooms.

Content Preparation (6-8 minutes) • To prepare learners for the content of the task.

T mentions that she asked her friend for his opinion about a film ( Soul). T provides the tasks and gives instructions. Instructions 1: Listen to my friend's opinion about the film and answer the question: What film elements did Alex mention? Send your answers to the chatbox. T checks answers T conducts OCFB Instructions 2: Listen again and this time choose the correct option that answers the question. What is your impression about Alex's opinion? T provides options Learners send their answer to the chatbox. T check answers. T conducts OCFB.

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

T guides learners in order to discover the mening of the language by asking the questions: Meaning General CCQ: T asks the learners to read the sentences and asks the question? Are these opinions exact and precise? No Do they give us a general idea? Yes Specific CCQs for sentence 1: I would say that the plot is relatively confusing for kids, but it is not hard to follow. * Is the plot confusing? Yes *Is it impossible to follow? No *Cab we say that it has a certain confusion degree? Yes Specific CCQs for sentence 2: It didn't make me cry, but I found it pretty touching. * Can something very touching ( emotional) make you us cry? Yes * Is the film message touching? Yes Did it make my friend cry? NO Line degree. Specific CCQs for sentence 3: I think it's somewhat classical or soft modern. *Does my friend have the exact words to describe the film music? No *Is it completely classical or soft modern? No *Is it classical or soft modern in some measure or degree? Appropriacy What do you think about the way he is giving his opinion? Is it formal, informal, neutral? Form T shows slide. T refers to the sentences and asks learners: What do words number 1 have in common? T elicits what an adverb is. What do words number 2 have in common? T elicits what an adjective is. T elicits the kind of adverb they are. Pronunciation T shows slide. T elicits from learners stressed words in sentences. T models T drills chorally and individually. T shows the pronunciation of ( relatively, pretty, somewhat). T drills chorally and individually.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice of speaking for fluency in the set conatext.

Task 1 T sets the task and gives instructions. Instructions Guess the film game Listen to the film soundtrack. Wait until the music stops and guess the movie it corresponds to. Answer chorally. You have a minute to think about some opinions you have about these films. T demos Learners prepare their ideas individually. Learners work in groups to share their opinions. T conducts OCFB. Task 2 T asks: Think about a perfect film to watch during this quarentine. How would it be? How wouldn't it be? T demos Learners have a minute to think about the ideas. Learners share their ideas in breakout rooms.

Feedback and Error Correction (8-10 minutes) • To provide feedback on learners' production and use of language

T conducts OCFB T conducts DEF

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