Amanda Toledo Amanda Toledo

TP5 Speaking
Pre-Intermidiate level


No materials added to this plan yet.

Main Aims

  • To provide speaking practice for talking about 'work-life balance.'

Subsidiary Aims

  • To develop listening skills and respond to a conversation.


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

Focus student's attention on the questions and images on the screen. Ask: What do you usually do when you are not working? Provide an example: My family considers me a 'workaholic' (CCQ: Does anyone know what that means? Answer: Addicted to work) because I am addicted to working. However, I know how important it is to keep a good work-life balance, so I always make sure to book some time off to spend with my friends and family, and of course by myself. Whenever I get some free time I like to visit new places and go on nature walks. CCQ: What do you think it's today's topic? Answer: Keeping a work-life balance.

Content Preparation (5-8 minutes) • To prepare students for the content of the task.

Provide the students with the exposure task (google forms) and explain that in pairs (BOR), they will work together to try complete the web with the correct verb Provide OCFB. Show them the answers to the poll and give them the correct answers. While providing feedback, some lexis can be clarified: pub (bar,) sightseeing (the activity of visiting places of interest in a particular location,) theatre (or theater will depend on where you hail from. In American English, the spelling is theater; in Britain and the rest of the English-speaking world, theatre is used.)

Language Preparation (3-5 minutes) • To infer the meaning from context and clarify the form and pronunciation of the language needed for the task.

Explain to students how we can use be going to + infinitive and the present continuous to talk about our future plans. Provide some sample sentences. I am meeting my girlfriend later. I am going to meet my girlfriend later. Provide the differences between the two: When plans involve other people present continuous is more common. Example - We are having a barbecue on Sunday. For plans that do not involve other people be going to + infinitive is more common. Example - I am going to stay in and read a book. Have the students read the example for pronunciation and provide an example of their own.

Speaking Tasks (18-20 minutes) • To provide opportunity to practice speaking fluency and expand on what’s been learned.

Speaking Task 1 In pairs, (BOR) students will discuss their plans for the future. Consider: - Places/people you want to visit - A film you want to see - Something delicious you want to eat Ask questions to your partner about their plans. Remember to use the 5 W's (Who, What, When Where, and Why.) Speaking Task 2 In the same pairs, (BOR) students will take turns to ask and answer the questions: What are you doing... tonight? this weekend? next week/month? later this year/ next year?

Feedback and Error Correction (5-8 minutes) • To provide feedback on students' production and use of language

Conduct open class feedback. (Jamboard) Delayed error correction from the whole lesson. (Jamboard)

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