Sulenur BILGIN Sulenur BILGIN

Speaking lesson
Upper-intermediate level


In this lesson, SS will practice speaking for fluency and accuracy in the context of "an excited phone call." The lesson starts with a picture of a woman who speaks on the phone. Then, SS are given gist questions to listen to a one-side phone conversation.SS are sent to BORs twice with different partners to discuss. This is followed by the detailed questions and the whole version of the conversation. Finally, in the freer activity, SS are expected to create the echo questions according to the given statements.


Abc Freer Task
Abc Lead-in Picture
Abc Source Book
Abc Lead-in Questions
Abc Gist-listening Discussion Questions
Abc Specific Information Listening Task
Abc Audio 7.7
Abc Audio 9.6
Abc Detailed-listening Answer Key

Main Aims

  • To provide accuracy and fluency speaking practice in a conversation and discussion in the context of an exciting phone call.

Subsidiary Aims

  • To provide gist and detailed listening practice using a text about an exciting phone call.


Lead-in (6-8 minutes) • To set lesson context and engage students

The lesson starts with a picture of a woman who speaks on the phone. T asks; "What is she doing" and T tries to elicit the answers "phone call/phone conversation" After the picture, T shows the lead-in questions to SS and asks SS to take notes or picture of the questions quickly. After that, T announces that SS will be sent out to BORs to discuss the questions with their partners for three minutes and T also asks SS to remember their partners' answers or take notes if necessary. T: "Will you speak to your partner?" (Yes) T: How many minutes do you have? (3)

Practice #1 (13-15 minutes) • To provide a model of production expected in coming tasks through listening

Firstly, T explains that SS will listen an audio but before listening, there is one activity that SS are expected to complete individually. T sends the link in the chat box and announces that SS have two minutes to complete the activity. T: "Will you work alone?" (Yes) T: "How many minutes do you have?" (2) Afterwards, T shows the AK and wants SS to check their answers for one minute. This is followed by the first listening -7.7-; T shows the questions and wants SS to take notes/picture of the questions. Then, SS listen to the audio in the main session and T sends SS in the BORs to discuss the questions for three minutes. T: "Will you talk to your friend?" (Yes) When SS come back from the BORs, T announces that SS will go to the BORs again but this time with a different partner. T asks SS to discuss the same questions with their new partners. T: "Are the questions same or different?" (Same) T: "Will you talk to your new partner?" (Yes) While the SS are in the BORs, T monitors them and take notes of their mistakes without interrupting. At the end of the activity, T gives a quick whole-class feedback.

Practice #2 (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

T announces that SS will listen to the whole conversation now. Before listening, T shows the questions and wants SS to take picture/notes. Then, SS listen the second listening -7.8-. and go to the BORs to discuss their answers for two minutes. T: "Will you talk about your answers?" (Yes) T: "How much time do you have?" (2) While SS are in the BORs, T joins the rooms and monitor the SS. At the end, T shows the AK and asks SS to check their answers.

Freer Task (7-9 minutes) • To provide an opportunity to practice target productive skills

Finally in the freer task, SS are expected to find the echo questions in the given statements in the BORs in pairs. Firstly, T shows two statements and their dialogue in order to prevent possible mistakes and asks; "What is unusual about Rick's answers?" T tries to elicit this answer; "Rick's answer is similar to the statement itself." After eliciting, T asks, T: "Does he really not know the answer?" (He does) T: "How does he feel when he asks these questions?" (surprised, excited) Then, T provides a sample dialogue and announces that SS will ask echo questions to the given statements in BORs in pairs for five minutes. T: "How much time do you have?" (5 minutes) T: "Will you speak to your friend?" (Yes)

Feedback and Error Correction (3-4 minutes) • To provide feedback on students' production and use of language

In the end, T provides whole-class feedback according to the notes T took in the BORs during the activity. T shares a whiteboard and writes the mistaken sentences/words and asks; "What is wrong here?" T tries to elicit the correct answers from the SS. T drills the TL if necessary. This procedure is applied to all of the mistakes.

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