Letitia Letitia

Speaking Lesson
Intermediate level


In this lesson, students will learn about discussing preferences through the context of discussing movies. They will learn key vocabulary, including the use of the adverb 'too' to allow them the ability to speak fluently about personal preferences. Students will also be given speaking practice in order to improve their ability to use word stress and intonation.


Abc ZOOM Chatbox
Abc Breakout Rooms

Main Aims

  • To provide fluency speaking practice in a conversation in the context of movie preferences.

Subsidiary Aims

  • To introduce relevant vocabulary and provide clarification of phrases of preference in the context of movies and films.


Lead-in (Slide 1) (3-5 minutes) • To set lesson context and engage students

1. Teacher intro's lesson and asks student volunteer to read questions. 2. Students think of/write down responses. 3. Teacher puts students into pairs via breakout rooms. 4. Students discuss topic questions.

Exposure (Slide 7) (2-3 minutes) • To provide a model of production expected in coming tasks through listening.

1. Teacher elicits responses from lead-in activity from students via OCFB. 2. Teacher lists responses under group headings of slide for students. 3. Students record group 3 vocab for next activities. 4. Teacher asks students to identify movie types for poster images on slide 1 using vocab.

Useful Language: (Slide 2) (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

1. Teacher will briefly cover prefer vs. preference for students and model language. 2. Teacher will cover 3 phrases + opposites and model for students. 3. Students will create their own examples via chatbox. 4. Teacher will cover adverb phrases and ask learners to identify matching image. 5. Students will choose correct image for each adverb phrase and then create example. 6. Teacher will choral drill adverb phrases and example sentences.

Content Preparation: CCQs (Slide 3) (8-10 minutes) • To provide context for students to use new vocabulary for upcoming speaking task.

1. Teacher will select student to read content checking questions. 2. Teacher will model number 1 as an example for students. 3. Students will record answers to discuss with partners via breakout rooms. 4. Students will pair with each other to share their responses. 5. In OCFB, students will share answers/examples using useful language.

Productive Task: Speaking Practice (Slide 4) (8-10 minutes) • To provide an opportunity to practice target productive skills

1. Teacher will introduce speaking activity for students. 2. Teacher will refer to previous slide for useful language if needed. 3. Students will discuss questions 1-3 via breakout rooms. 4. Students will share part of their conversation in OCFB.

Language Review (Slide 5) (3-5 minutes) • To briefly go over new lexis and answer any remaining questions about lesson.

1. Teacher will elicit responses from students using the 4 questions. 2. Students will respond via chatbox during OCFB.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

1. Teacher will provide 3-5 examples of errors (language, grammar, pronunciation). 2. Students will be asked to identify mistakes and self-correct.

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