Richard B. Eaton Richard B. Eaton

Eaton TP 5 Speaking
Upper Intermediate level


Main Aims

  • To provide fluency speaking practice in a managing conversation in the context of staying healthy

Subsidiary Aims

  • To provide clarification of food and nutrition in the context of staying healthy


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

Instructions: T shares Google Jam Board slides and T asks Ss, "I want you to think about what you eat during Christmas." T demonstrates by states what they eat during Christmas. T will then place Ss into breakout rooms to discuss what they eat during Christmas for 3 minutes. After 3 minutes there will be 2 minutes of OCFB where T elicits answers from 2 students about what they talked about.

Content Preparation (3-5 minutes) • To prepare students for the content of the task.

Instructions: T shares google Jam Board Slide 2. Ss view slide with "Managing Conversation Expressions" T asks Ss, "What are these two people doing? What kind of conversation are they having?" T asks Ss to discuss together how they would use the phrases present on the board during a conversation. T places Ss into breakout rooms for 3 minutes to discuss. Ss return for OCFB for 2 minutes. T asks Ss

Language Preparation (6-8 minutes) • To infer the meaning from context and clarify the form and pronunciation of the language needed for the task.

Meaning: T places Ss into groups. Each group will have one page on the Google Jam Board to complete. Ss need to work together to place the "managing conversations" phrases into the correct categories. Demo: T shows Ss how to move the phrase into the correct category. OCFB, T goes over correct answers (2-4 Minutes) Form: T shares next Google Jam Board slides T asks Ss if they remember what collocations are. Affirmative Agreement phrases: I see what you mean. I suppose you're right. Strength of agreement Interrupting/Changing Topic Yes, but what about...? Anyway, what do you think about...? Politeness, Discourse marker (so, well, right) Questions/Clarification What does that mean? What are you trying to say? Open or closed questions? Pronunciation: T shows next Google Jam Board slide T elicits from Ss stressed word in sentences. T goes over unique and difficult features of each sentence. T models, then whole class drill. T elicits pronunciation from individual ss.

Speaking Task 1 (8-10 minutes) • To provide opportunity to practice speaking fluency and expand on what’s been learned.

T asks Ss to consider a diet or nutrition strategy they have done in the past. This can include, low fat, low carb, paleo diet, Mediterranean, plant based, vegan, vegetarian, etc. Take a position for or against one of these strategies and try to convince your break out room team why it is healthy or not. Everyone else use the target language to either agree, ask for more information, or change the topic. Concentrate on using the target language. T places Ss into breakout rooms. After about 6 minutes, Ss return for OCFB

Speaking Task 2 (8-10 minutes) • To provide opportunity to practice speaking fluency and expand on what’s been learned.

T plays video for Ss about plant based diets. 4 minutes T then asks Ss to take a position for or against plant based diet. In your break out rooms, discuss the advantages and disadvantages of plant based diets. Again, try to use the target language either agreeing, interrupting/changing the topic, and clarification for more information. Discuss for 4-6 minutes then return for OCFB.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

T conducts OCFB T conducts DEC (Both accurate and inaccurate language)

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