Jaqueline Moreno Jaqueline Moreno

TP5 LP_Jaqueline Moreno
Pre-Intermediate level


In this lesson, students will learn about providing personal information about themselves in a speaking context. The lesson will focus on fluency so, students are expected to learn connected speech characteristics in an implicit way.


Main Aims

  • To introduce and provide practice of speaking for fluency in the context of personal information.

Subsidiary Aims

  • Build awareness on WH questiones use to provide personal information and in what kind of contexts.


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

1.- T greets students 2.- T shows a slide to give context of the topic and asks students to look at it so then they brainstorm about what they think the class is going to be focused on. T asks the following questions for students to discuss in breakout rooms: - What do you think they are talking about? - What kind of information do you think is this?

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

3.- T provides 3 audios for students to listen how phrases are being used in real life situations, also to identify in which context they can be used. Students will listen to each audio twice. 4.- Ss will discuss about the audios in breakout rooms. T will provide the following questions for them to follow a structure: - What were the audios about? - Who do you think were talking? (e.g teacher, student) - Did you identify any important vocabulary? 5.- Ss go back to the main session then T checks answers with them before going to the next activity.

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

6.- T covers MFPA by first explaining that all questions are looking for some background from the person who has to answer them. In addition, T will provide synonyms to reasure Ss understanding of the content words in the questions. Then explains that those questions are called "WH questions" which look to get information from the interviewee (except the last one which is a following question and its purpose is to look for more details). Also, T will do a drilling activity so students get to know what parts of the questions are stressed and their intonation. 7.- T asks students to read the sentences to check pronunciation. Later on T asks CCQ's: - Are this questions only for normal or informal conversations? - Do we rise or fall intonation in "WH" questions? 8.- T sends Ss to breakout rooms to create more questions asking for personal information. Each team has to create from 3 to 4 questions. 9.- T asks students to share their questions to the group.

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

10.- T gives specific information about a certain scenario which they have to develop. E.g Carlos will be a doctor and Ali will be a patient. So then students have to ask for personal information to their partners then they will switch roles so for example, Ali will be the doctor and Carlos the patient. 11.- T will monitor Ss constantly and take notes for the next stage.

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

12.- T asks students if the following questions, answers or comments are correct or not and why. T then clarifies and explains the correct form. 13.- T asks last CCQ's - What are some basic questions to ask for personal information? - In what places or situations are we expected to give personal information?

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