Ryan P. Stroud Ryan P. Stroud

TP5 - Speaking.RyanStroud
Upper-intermiate level


Students will practice speaking and listening in a structured interview based lesson. Additionally, students will practice verb practice and question creation for interviews.


No materials added to this plan yet.

Main Aims

  • To provide practice in speaking and interviewing peers to build confidence in using new language.

Subsidiary Aims

  • To provide practice for listening and recording peers answers in order to gain fluency and understanding.


Lead-in (3-5 minutes) • To set lesson context and engage students

Students view a series of pictures and and identify how the people are feeling in the photos. Teachers will ask the students to discuss the 2 questions: 1. A friend or family member has had a bad day, how do you try to cheer that person up? 2. When was the last time you tried to cheer someone up? - What was the situation? - How did they react?

Content Preparation (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Students will view two pictures and decide what is happening and how the people are reacting.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Students view 15 verbs regular/irregular for the speaking lesson. Decide Hate Love Offer Prefer Move Win Continue Buy Wait Consider Change Teacher provides MFP(A) for verbs and models question creation for speaking activity for the lesson.

Productive Task - Speaking/interviews (18-20 minutes) • To provide an opportunity to practice target productive skills by interviewing peers.

- Students are to choose 5 verbs from the previous list provided. - They are to create 5 questions to ask and interview in-class peers. - Questions could be about peers profession, favorite hobbies, reasons for learning english. - Teacher will model questions. (Total 5-7 minutes.) - After crafting questions, Student will be placed into Breakout Rooms to interview their peers at random and record the peers answers. (5 minutes). - Whole group returns and teacher checks for understanding and students are placed back into Breakout Rooms. Students switch interviews and ask and record questions and answers. (5-7 minutes). - Whole group reports back questions and answers of peers in a whole group setting. (3-5 minutes).

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

- Students complete whole group speaking activity. - Students review verbs and question crafting, traits of a good speaker, etc. - Teacher provides a DEC for the lesson having students identify corrections from the lesson.

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