Isabel Lorite Isabel Lorite

TP5 LP_Isabel Lorite
Upper Intermediate level


In this speaking lesson, students will practice some phrases to express what people should (or not) do to learn new languages.


Abc HO2 Useful Language.docx

Main Aims

  • By the end of the lesson, students will have practiced speaking and fluency in the context of giving people suggestions on strategies to learn new languages, describing what to do and what not to do, as well as sharing their experiences as learners.

Subsidiary Aims

  • To provide clarification of specific phrases in the context of discussing about do's and dont's to learn a new language..
  • To provide gist reading on a short article about the languages most in demand in the market and the importance of bilingualism, in order to help students come up with ideas for later speaking practice..


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

I will ask Ss two initial questions: - What languages can you speak? - What more languages would you like to learn? Why? As Ss explain why, we will fill in a small mind map slide with 4 ovals, which will be filled with 4 reasons, using key works.

Content Preparation (4-6 minutes) • To help students come up with more ideas through gist reading

I will ask students the following question: "What languages do you believe are most in demand for English speakers now?", and I will note them down on the same slide. Next, I will tell them we will quickly read a short article to check if they were right on their guesses. I will send them a handout with the article (or a link to a jamboard with the same content in case Ss can't download the file) and give them 2 minutes to read it individually. (The languages most in demand are Spanish, Chinese and Arabic.) Then I will ask Ss if they were were right, and we will vote on one to learn (either Chinese or Arabic, since they already speak Spanish).

Language Preparation (6-8 minutes) • To highlight and clarify useful language for coming speaking task

MEANING I will show students the following phrases and ask them to decide which ones we can use to express things we should do, things we shouldn't do, or both things: - Always remember, … - Start by –ing - Take every opportunity to … - Resist the temptation to … - Avoid … - Make sure you (don’t) … - It’s important (not) to … - You should never … - You might … if you don’t … - Be careful (not) to … As they tell me I will drag the phrases to the correct categories. PRONUNCIATION Once the phrases are placed in the corresponding categories, I will ask Ss to look for words that can be connected because the final letter or sound of the first one and the first letter or sound of the second one are the same or very similar. I will draw curved lines as we identify the connected speech words: important to, take every, resist the, not to. For each connection I will have a quick drilling routine (choral drilling and individual drilling). FORM Next, I will show Ss 4 phrases on the board and through elicitation I will ask them to share their ideas using them: - Start by ... - Avoid ... - Always remember, ... - Resist the temptation to ... As Ss tell their ideas I will complete the sentences on the board and ask why we use -ing after some of the phrases (in this case, the preposition "by" and the verb "avoid") and I will clarify that the verbs following a preposition need to have -ing, while in the other phrases we just use the verb in its base form.

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

I will send Ss the Useful Language handout for them to use as reference during the discussions they will have. If they can't download it, I will send them a link to a jamboard slide with the same content. Before opening the breakout rooms I will model two sentences with them to say what we should do to learn a new language: You should never ... You might ... if you don't ... Then Ss will be sent to breakout rooms to talk about the following questions in pairs for 5 minutes: 1. What should we do to learn a new language? 2. From your own experience, what strategies work best when learning a new language? 3. What strategies don’t work at all? Once back to the main session, Ss will comment on the ideas from their classmates. Then Ss will be sent to breakout rooms again for 6 minutes, with different peers, to talk about the same questions, plus two new ones: 4. Do you think English could help you learn a new language? 5. In your opinion, can we forget a language if we don't use it? Once back to the main session again, Ss will be asked to share their ideas about all the points discussed.

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

I will show some phrases or sentences which Ss used correctly during practice, as well as some that need correction. Through elicitation, I will ask Ss to find the best ways to correct those sentences.

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