Musa Musa

Speaking Skills
upper-Intermediate level


The students in this class are a mixture of male and female Mexican native Spanish speakers. They are a very engaging class as they have an upper level of English language comprehension.


No materials added to this plan yet.

Main Aims

  • • To provide fluency speaking practice on retelling a news story.

Subsidiary Aims

  • • To recycle useful language through telling a news story and defending a point of view. • To develop listening skills and respond to a conversation.


Warmer/Lead-in (3-3 minutes) • To set lesson context and engage students

I will show the students, a slide from google jam board and ask the students if they know the two people displayed in the slide. 1. Can anyone guess who these people are? 2. Why are they in the news lately? I then send the students in BORs to discuss who the target individuals are for 2min. After the BORs I will nominate the one student from each BOR to share their findings then we do OCFB.

Exposure (8-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

Here I will show the students slide 3 of the google jam board. on this slide are 4 target adjectives; Sad, Strange, Weird and Impressive. then i will give students a task of identifying the synonyms and antonyms of the 4 target adjectives from a list of words provided. For this i will ask students to work as individuals, then in teams of twos or threes in BORs. then after we do OCFB

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

MEANING: I will again share my google jam board and give students 2 expressions using sticky notes. 1.Quoting from other sources. 2.Vague about the information. working individually I will ask the students to arrange the words and phrases provided into the above two categories. 1. Quote from source and 2.Vague about information. Then I will send them into pairs or threes for group discussion and finally OCFB. FORM I will show the slide and elicits students to complete the sentence structure and identify the different types of sentences. For this, I will send the students in BORs and finally finish with OCFB PRONUNCIATION I will show the slide and elicit from students stressed words in sentences.

Productive Task(s) (18-18 minutes) • To provide an opportunity to practice target productive skills

I will group students in pairs or threes and instruct them to work in their groups and answer the following questions: - Can we discuss in our groups if their accusations were founded?? - Was it racist for some member of the family to ask Prince Harry, what shade of brown his son would have?. - What other news items did you find interesting this week? During OCFB, I will group students into proponents and opponents to discuss the questions farther.

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

Finally I will conduct OCFB and conduct DEC and go through both accurate and inaccurate language.

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