Daniel Daniel

TP5 - Speaking Practice
Upper-Intermediate level


TP 5 - Speaking-based lesson


Main Aims

  • To provide fluency and accuracy speaking practice in conversations, in the context of future travel

Subsidiary Aims

  • To provide a review of familiar travel lexis
  • To provide clarification and review of Phrases to express the future in the context of future travel


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

A question will be displayed and students will answer the question with either a short note or images. "When COVID-19 is over, what will you do? Where will you travel to?" Some short questions will be asked to a range of students to provide more detail to their answer and the teacher will compare their answer with other students to elicit further engagement.

Content Preparation (5-5 minutes) • To re-familiarize students with travel lexis, needed for speaking task

Students will be presented with a series of lexical items relating to travel: 'cruises', 'restrictions', 'closed borders', 'domestic travel', 'travel 'boom', etc. Students will work with a partner to plot these lexical items on a Venn diagram which details 'travel now' and 'future travel'. Teacher will monitor BOR as activity is done. OCFB - Teacher will elicit answers from students and will ask CCQs to ensure clarification of any terms students are unfamiliar with.

Language Preparation (6-7 minutes) • To highlight and clarify useful language for coming productive tasks

To clarify the M, F, and P of phrases to talk about the future: "I'm convinced that...odds are that...I'm positive that....I'm bound to" "Hopefully, probably, definitely, might" 1. Students will work in pairs to plot the phrases on a blank cline which details the percentage level of certainty that the action will happen. OCFB where students provide the answers. Teacher will ask CCQs with examples to question students' understanding of a few of the terms. 2. With group of terms 1, teacher will ask students in whole class to state which word class each word is and CCQ to establish whether it is a fixed or customizable expression. With group of terms 2, the students will be asked what type of word class and what these words have in common -'ly suffix'. Examples are displayed which show the use of the term at the start of the sentences and CCQ to establish whether all can be used at the start of the sentence. 3. Examples with terms are highlighted and Teacher asks whole class to identify sentence stress and intonation patterns. Also, word stress on adverbs ending -ly. Discuss the phoneme in 'doubt'. Whole class discussion.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Speaking Task 1 Students are shown a short video which discusses countries which allow incentives to travel to them during COVID-19. A few questions are displayed a whiteboard and students will be instructed to work in pairs to discuss and answer the questions using the language structures previously discussed. "Will these programs be popular?" "Will everyone feel comfortable travelling?" "Would you do this?" OCFB to shortly discuss opinions gathered. Speaking Task 2 A statement is posited on a whiteboard: "COVID-19 is over!" "Will there be a travel boom?" "What will future travel look like?", etc. Students will be instructed to work in pairs to discuss and answer the questions. OCFB to elicit ideas and gather opinions.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Having previously identified correct and incorrect language usages through monitoring BOR, these will be addressed. Teacher will write any incorrect language usages on the whiteboard and ask CCQs to assess whether these are correct or what could be changed.

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