Ludwig Ludwig

TP5 Speaking
Elementary level


Main Aims

  • To provide fluency speaking practice in the context of talking about things you have in common

Subsidiary Aims

  • To provide clarification of lexis used when discussing likes and dislikes in the context of discussing things in common


Lead-in (5-5 minutes) • To set lesson context and engage students in discussing things they like/dislike

- T share screen w Google Slide showing image of someone Running and Reading and text that says "Do you like running?" "Do you like reading?" - T asks students what they see in images. Then asks 'do you like_____?' - T elicits other ideas from students "What do you like to do? " and type them on the Googleslide "swimming" "working" "dancing" etc - T sets tasks "Ask your classmates what they like?" Just PICK ONE thing. 2 Min. Ask "Do you like ______?'' "Yes, I do" or "No, I dislike _______" - ICQ how many questions Eliva? [1 question] - T sends to breakout groups (2 MIN) - Monitor - OCFB - ask 1 or two students and type out what they said on (2 MIN)

Content Preparation (5-5 minutes) • To prepare students regarding the content of the speaking task be done

-T shares TP5 Content Prep GoogleForm with text and Q and tells students that "you will now read a conversation". Read it quickly for the main idea only. Answer 1 question at the end and DO NOT click "Next". - T copies link into chat and confirms that they can see it - ICQ: Are you going to read quickly for a general idea or slowly to understand the details? [quickly] - Individual - 1 MIN - T asks students to check answers with peers in Breakout - 1 MIN to compare answers - OCFB - elicit answer

Language Preparation (8-8 minutes) • To highlight and clarify useful language to prepare students for speaking task

- T shares screen and shows second exercise on TP5 Prep GoogleDoc that has multiple choice guided discovery meaning task. Explains task "you need to match the statement with the correct answer". "Let's do the first one together".... - Tell students that this is the same GoogleDoc from before and just click Next to get to it. T confirms that they can see it. - T tells students this is a PAIR BREAKOUT activity and they have 2 MIN to work with together to complete the task - OCFB - elicit responses on meaning - T shares slide #1 of TP5 MFPA and elicits responses from students as to where I love/hate/prefer/really like etc. fall on the cline of like/dislike. Also makes students aware of "I hate" appropriacy and other more polite (formal) ways of saying this (I really don't like it..." which are more neutral - T shares slide #2 of TP5 MFPA and elicits form of Questions (Do + subj+like+noun/verb-ing?). T shows students an alternative way to ask questions and then elicits Ss ideas on how to answer questions - T models questions "Do you like swimming?" a few times and asks students to listen carefully. Then asks students whether the intonation ('my voice') rises or falls at the end of the question. Also help Ss to notice you=/jÉ™/. "Do-yuh like" - T then has students doing choral and individual drilling

Speaking (15-15 minutes) • To provide an opportunity to practice speaking fluency

- T shares screen with TP5 Speaking Task - Explain to Ss that they are going to practice speaking with their classmate. "Tell your classmate what you like to do in your free time" (weekends, vacations, hobbies) and why. "Ask your classmate if they like the same things". Encourage students to use the TL. - T models how to start conversation with a student. - 15 MIN in breakout groups and every 5 min change groups - T Monitor students and note BOTH correct/incorrect sentence for DEC

Feedback and Error Correction (6-6 minutes) • To provide feedback on students' speaking in both content and language

- OCFB nominate a few students to share what they had in common with their classmates - Jot down some of the sentences that were heard in monitoring breakout groups. Highlight a few sentences that are correct and a few that are incorrect and ask students "Is this sentence correct?" - Elicit corrections from Ss

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