Kris Durbridge Kris Durbridge

TP5 - Speaking - Kris Durbridge
Upper-Intermediate level

Materials

No materials added to this plan yet.

Main Aims

  • To provide speaking fluency practice in the context of describing a past event the student attended.

Subsidiary Aims

  • To recycle language and vocabulary, to build on listening skills.

Procedure

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

Begin by sharing my screen to a jamboard. Jamboard opens the dialogue with a visual lead in using images of common events such as: a dinner party, a concert, a football match etc. Ss will watch the slides for 1 minute. Slides lead to the questions: "What event have you missed since the pandemic started?" and Ss discuss in BORs (4 mins) OCFB and interesting points. (1 minute).

Content Preparation (6-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

Popular descriptive adjectives will be introduced. Share link to jamboard (slides 11 and 12) Instruct Ss to work in (2) groups in BORs to match the provided adjectives to their opposites (3 minutes). Monitor BORs. In OCFB elicit and review answers.

Language Preparation (6 minutes) • To highlight and clarify useful language for coming productive tasks

Here we will highlight and clarify useful lexis and set phrases for use in later activities. MFP is introduced using guided discovery. Provide link to google form (Speaking about an event that you attended) in the group chat. Form asks Ss to complete fixed expressions, correct conjugations, and correct collocations. Ss have 4 minutes in groups to solve the form. OCFB, elicit answers from Ss Review and clarification of tough items Pronunciation drills

Speaking Tasks (20-20 minutes) • To provide an opportunity to practice target productive skills

Task 1: Sharing screen, refer Ss back to the jamboard (slide 13) Slide contains a review of the lexis from the class and poses the question: "What is the best event you have ever been to?" Refer to slide 14 which introduces the task: Student A describes the best event that they have been to and student B pretends that they went to this event but had the negative reaction / opinion. Ss will work in pairs in BORs, 8 minutes in total. Student A- 2 mins to describe their favourite event, Student B then contests with the negative impression (2 minutes each). Student B then gives their favourite event, Student A answers with the negative. (2 minutes each) I will monitor BORs and send messages to maintain the rhythm. Task 2: Students will discuss an ideal event they want to attend once all of the covid measures have been eliminated. I will refer to a student's answer from the lead in and discuss a favourite even of theirs, asking them if they will look to resume this activity soon. We will look at the jamboard (slides 15-16) After this brief chat I will send the Ss to BORs to discuss an ideal post covid festival with each student charged with having their own zone in the festival. Ss will have 8 minutes in their groups. OCFB to review interesting points.

DEC (3-3 minutes) • To provide feedback on students' production and use of language

In OCFB review the days errors and reflect on good language used in the class. Share screen to Word document.

Web site designed by: Nikue