Henry Loftus Henry Loftus

TP5 Speaking
Upper Intermediate level


This is a speaking lesson for students to begin and sustain conversation


Main Aims

  • To provide fluency speaking practice in a conversation in the context of habits and routines

Subsidiary Aims

  • To provide practice of language used for expressing annoyance making recommendations in the context of habits
  • To provide clarification and practice of expressions in the context of habits


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

T shares an image in a google doc from the New Yorker and the link to the google doc in the chat. T gives context "This is the image that accompanies an article in the New Yorker" T nominates a student to read the question "Predict what this article will be about" T briefly models a conversation" maybe it's about junk food?" T sets task "In pairs, predict what this article will be about, you have 2 minutes" ICQs- Are you reading an article or just predicting what it will be about How much time do you have? T sends Ss into break out rooms Ss discuss question in pairs OCFB- T shares screen again of google slide T elicits and/or nominates for replies, writes answers in the google slide asks Ss to justify answers T reveals title "Can brain science help us break bad habits" follow up CCQ-"Who would like to explain the picture?"

Content Preparation (8-8 minutes) • To provide a model of production expected in coming tasks through brainstorming lexis

T shares screen of Google slides with the words "habit" and "routine" and corresponding definitions T nominates one student to read 1st definition, and another to read 2nd "Which is the correct meaning for habit? Which for routine" Elicitation to open class 3mins T shares screen and link of a google jamboard instruction: "Think of some common bad habits and good habits, write them on a post it note and post it to the board." T demos 2 post it notes Write as many as you can think of. Do this individually for 3 minutes. ICQ: Are you thinking of habits or routines? Habits Ss work individually for 3mins T quickly reviews post it notes in open class 2mins

Language preparation (9-9 minutes) • To highlight and clarify useful language for coming productive tasks

T shares screen and link to a google form with cline activities for expressions of annoyance, stressing importance, recommendations, and words of frequency Instruction: rank words according to strength, frequency and familiarity work individually you have 2 minutes T demos first question Ss work individually 2mins T shares screen of google slides, reviews answers and elicits other lexis 5mins

Speaking Task 1 (9-9 minutes) • To provide an opportunity to practice target productive skills

T writes in chat the instructions for the speaking task "1.Think of some bad habits that particularly irritate you and discuss with your partner which ones you particularly can't stand" 2. Do you have any bad habits? Does your partner share that habit? Someone you know? Discuss for 5 minutes" T nominates student to read instruction T models a discussion with nominated student ICQ: What kind of habits are we talking about? Bad How much time do you have? 5mins Ss work in pairs for 4mins Feedback-T shares thoughts with Ss, things he liked 1 min

Speaking Task 2 (9-9 minutes) • To provide an opportunity to practice target productive skills

T puts instructions into chat and nominates S to read "Describe your favorite part of your daily/monthly/weekly routine. Say if you would recommend it to your partner for good health or for fun" T models conversation with nominated student 3mins ICQ: Are we talking about routines or habits? routines How much time do you have? 5mins Ss work in pairs for 5mins Feedback-T shares thoughts with Ss, things he liked 1 min

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

T puts some student errors into zoom white board and elicits corrections 4mins

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