Angie Maldonado Angie Maldonado

Speaking teaching practice
Pre intermediate level

Description

In this lesson, students will have the opportunity to practice their speaking skills in the context of vocation vacation.

Materials

Main Aims

  • To provide fluency speaking practice in a conversation in the context of vocation vacation

Subsidiary Aims

  • To provide gist listening practice using a text about vocation vacation

Procedure

Warmer/Lead-in (3-6 minutes) • To set lesson context and engage students

T shares screen and goes to Google Jam board, where there’s a picture and the question: “What is your dream job?” • Ss have 2 minutes to answer the question using sticky notes • Ss share their answers with the whole group (3mn)

Exposure (5-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

• T plays an audio that introduces the topic. • T asks SS 2 questions: Do you like your job? DO you want to try other job for 1 weekend? • T sends Ss to breakout rooms and gives 3mn for them to discuss the questions. • T nominates some Ss to share their answers with the whole group.

Useful Language (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

• T shares screen and opens Google Slides • T shows first slide with sentences with some words in bold. • Sentences: Ex1. Gina got a summer job in the Mountains as a babysitter. (This sentence expresses Gina’s temporary job) • Ex 2. Jan has a vocation for teaching. • (This sentence expresses vocation in context, explaining Jan’s vocation to something) Ex 3. Spencer decided to spent his vacation in the beach. (This sentence expresses Spencer’s decision of spending his holidays at the beach) CCQS: Gina has a permanent job as a babysitter, or is it temporarily? Is job something you do to earn money, or for having fun? Jan is good at teaching or he is not? When I have a vocation, for example the vocation of cooking, it means that I have the skills to do it? Or that I am not good at it. Spencer spent his vacation in the mountains or in the coast? Vacation time is for you to relax and stop working or to work more hours a day? • T goes around every phrase asking students for the type of word it is (noun, verb, adjective, adverb, preposition). • T asks for the number of syllables of each of the words. (Job: 1, Vacation: 3, Vocation: 3) • T asks for the stress for JOB, vaCAtion, and voCAtion. • T mentions some aspects of linking and weak forms.

Productive Task(s) (15-18 minutes) • To provide an opportunity to practice target productive skills

Plan a new vacation for Vocation Vacation. What vocations would you offer? How long it will be? Where is it going to be? Why should anyone buy your vocation vacation plan? • T sends students to break out rooms and gives them 8 minutes to discuss it. • T nominates some Ss to try to sell their vocation vacation plan to their classmates • T nominates some other Ss to decide if they will buy their vocation vacation plan or not.

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

• T opens zoom whiteboard and writes down some of the sentences Ss said. T elicits the way to correct each of the sentences.

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