TP5 Speaking
Upper-intermediate level


In this lesson, students learn about how to react to stories: saying you are surprised or not surprised” through guided discovery based on daily activities. The lesson starts with a discussion about daily activities. This is followed by Judy telling her husband, Martin, about her day. Finally, there is some controlled practice through sentence reformulation and free practice via a final role-play speaking activity things she talks about.


Abc Jamboard Slides:

Main Aims

  • To provide fluency and accuracy speaking practice in a To provide speaking practice for “reacting to stories: saying you are surprised or not surprised. in the context of Daily activities

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a recycle useful language to describe a daily activities, characters and settings. To develop speaking skills and respond to a conversation about saying you are surprised or not surprised. in the context of Daily activities


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

INSTRUCTIONS: Teacher starts the lesson by showing the first image. T will ask in OC what they can see and what they think the topic of the lesson will be. The teacher explains the meaning of the chart and ask the student HOW was your day? Next, the teacher will show the second image and ask SS to read the questions briefly: Students work in BOR / 3min DEMO: T gives one or two examples: “In my case I have mixed opinions. T gives instructions and sends SS to BOR. Feedback: Nominate a few learners for content they shared.

To prepare students for the content of the task. (2-3 minutes) • To provide context for the target language through a text or situation

INSTRUCTIONS: Students have a brief conversation with a partner about a memorable evening. Take turns to tell each about your evening T shows the task then OCFB (2 min) T elicits from SS and summarizes content.

Language Preparation (3-4 minutes) • Language Preparation To infer the meaning from context and clarify the form and pronunciation of the language needed for the task.

What language can we use to say we are surprised and not surprised. We will explore: T shares the link for the first task to focus on meaning and form: MEANING/FORM TASK: On jamboard DEMO: T demos shows the screen and gives instructions. FORM T shows the slide and elicits the differences between the two types of sentences. OCFB PRONUNCIATION T shows slide

Speaking Task 1 and Task 2. (8-10 minutes) • To provide opportunity to practice speaking fluency and expand on what’s been learned.

INSTRUCTIONS: Group work. The teacher instructs SS to work in groups and discuss the questions: *Think of a memorable day that you have had. Take turns to tell each other about your evening. Try to keep the conversation going. Discuss: Who were you with?, Where were you?. INSTRUCTIONS: Discuss and summarize: 1) Would you like to repeat the experience of the most memorable day of your life why/why not. 2) What makes that day so memorable for you?

Feedback & DEC (4-5 minutes) • To provide learners with feedback and inform them of how they did with regards to content and language used.

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

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