Christian Di Fonso Christian Di Fonso

Speaking lesson
Upper intermediate level


In this lesson Ss practice speaking for fluency in the context of travelling. The lesson starts with a discussion about travelling on a personal level, they then draw a table where they list pro and cons,followed by an exercise where students have to draw up on their knowledge of adjectives , and created sentences with those to later use in their speaking task. They will then do a second speaking practice where they have to ask each other 2 more questions, followed by Feedback and correction.


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in a conversation in the context of travelling

Subsidiary Aims

  • To provide review of travelling words in the context of travelling


Lead in (6-6 minutes) • introduce Ss to the topic

Teacher shares a G jamboard where Ss have to answer two questions. Ss are instructed on the task Ss are put in pairs to answer those questions in BORs as T monitors them. Ss are back in the main room and T checks answers with them by asking Ss.

Exposure (8-8 minutes) • To provide a model of production expected in coming tasks through speaking.

Ss are instructed on the task. T does a demo. Ss are divided in two groups, one group has to talk about advantages of travelling, and the other group about the disadvantages of it. T check answers with the whole group nominating Ss. (OCFB)

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T shares a G Jamboard with the Ss. containing two headings, positive/ not so positive words. T instructs Ss, they individually have to write up sticky notes of both positive and negative words describing travelling that come to their mind. T makes a demo and shows them how to use the sticky notes. T shares link in the chat box as students complete the task individually. Ss are then instructed they have to choose 2 adjectives from the board and with them create 2 questions to use later for the speaking task. Ss work individually on writing 2 questions on a piece of paper.

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

Ss are instructed they are instructed they are going to work in pairs in BORs and they have to ask those 3 questions to their peer and taking it in turns. T does demo. Ss are put into BORs where they have to work in pairs as T monitors them. T checks answers with the whole group (OCFB) T gives Ss two questions and instructs them they have to answer it again in pairs in BORs, just as before. T does demo. Ss are put into BORs where they have to work in pairs as T monitors them.

Feedback and Error Correction (6-7 minutes) • To provide feedback on students' production and use of language

T checks answers with the whole group (OCFB) T will nominate Ss to share their classmates' or their own answers. T exposes mistakes heard during the speaking practices and elicits correction from Ss.

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