New lesson plan: TP5 Speaking.

Karla Flores

TP5 Speaking. - Pre-Intermediate level

TP5 Speaking.
Pre-Intermediate level

Description

In this lesson, learners are going to practice their speaking skills in the context of talking about firsts. The lesson will start with a lead-in, in which they will talk about how good their memory is, also they will identify which significant firsts they still remember. Next, the learners will listen to a man talking about the first time he met his wife. They will do a gist task and through guided discovery, analyze MFPA of the target language. Finally, they will practice using the target language in a speaking activity in the BoR. Back in the main room, the teacher will conduct Open Class Feedback and Delayed Error Correction.

Materials

Students' Book.

Jamboard.

Google forms

Students' Book.

Jamboard.

Google forms

Main Aims

To provide fluency speaking practice in a conversation in the context of talking about firsts.

Subsidiary Aims

To provide gist listening practice using a text about firsts in the context of a man talking about the first time he met his wife.

Procedure (36-20 minutes)

Lead-in (2 minutes) • To set lesson context and engage students.

- T displays Jam board with a question related to the topic: Do you have a good memory? - T elicits participation from different ss and makes follow-up questions.

Content Preparation (3 minutes) • To trigger previous knowledge students can use in the speaking task.

- T asks ss the question: Which of these things do you still remember? Your first day at work, the first time you drove a car, your first pet, your first English lesson, the first time you met someone important in your life. - SS think their answer and the T nominates some students to talk. - T writes ss ideas on the board.

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

1. Listening. 2 mins Instructions: Listen to Josh and answer the question. ICQs: Are you listening for detail or just to get a general idea? (a general idea) - Ss listen and answer individually. - T displays answers. 2. Meaning. 3 mins. Instructions: Click next. Here we have some sentences about Josh's story. In pairs, match the beginning and the end, so they can make sense. - T demos task. - Ss answer in BoR - T displays answers. 3. Pronunciation. 2mins - T models pronunciation of the language, in sentences. Focusing on linking sounds. - T elicits choral repetition. 4. Form. 3 mins Instructions: identify the verb tenses of the words in green, and which kind of words are the ones in blue and yellow. - Ss identify Instructions: Order the connectors of sequence. - Ss order the connectors of sequence. -T conducts OCFB. 5. Appropriacy. 1 min - T asks ss if the language can be used in both, formal and informal situations.

Productive Task(s) (15-20 minutes) • To provide an opportunity to practice target productive skills

- T displays the list of firsts from the content preparation stage, Instructions: Choose one important 'first' that you can remember. Answer the questions and write short notes. 2 mins Then work in pairs and tell your stories to each other. You will change partners every 5 minutes. - T demos task. ICQs: How many firsts are you going to choose? (one) What do you have to write? (short notes) What will happen every 5 mins? (we will change partners)

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

- T conduct OCFB, by asking some ss to say which was the saddest, funniest and strangest story. - T writes ss ideas on the board. - T conducts DEC, by writing some samples of the ss production, asking learners to identify the correct and incorrect sentences and correct the latter ones.