Lilian Vergara Lilian Vergara

LP-TP5- Speaking- Calendar- Lilian Paulina Vergara Ortiz
Pre-Intermediate level


In this lesson, the students will be able to practice their speaking skills by using different phrases to explain their calendar.


Abc New Cutting Edge Pre-Intermediate

Main Aims

  • To introduce and provide practice of speaking for fluency in the context of talking about a calendar.

Subsidiary Aims

  • Learners will have also discovered the MAFP of useful language items. Learners will have also practised their reading for gist skills as well as their listening skills by listening to their peers explanations.


Lead-in (setting the context) (3-5 minutes) • To engage learners and activate their previous knowledge of topic area

T shares slides about explaining a calendar 
T- teacher displays slides about a picture of a calendar and the questions: What can you see in the picture? (a calendar) What are calendars for? 
Learners share their ideas in the main room. T conducts OCFB and writes learners’ ideas on the board.

Content preparation (6-7 minutes) • To provide a model of expected production in coming tasks

T shares slides displaying pictures of three different people and gives link to Google Forms: This is an important date. The sentences Ss have to match are part of a conversation. 
Instructions I: Meet Sara, Kevin and Chris. Look at their pictures and read the sentences. Who do you think says each sentence? Read individually. (1 minute) ICQs: Are you reading for the general idea or in detail? (For general idea) How much time do you have for this? (1 minute) 
Learners read and answer individually. Check answers in pairs in BoR (2 minutes) T displays answers on screen and conducts OCFB. Instructions II: Now click on 'next'. Read the complete conversation between these classmates and answer the question. You have 2 minutes. 
Learners read and answer individually. T displays answers on screen and conducts OCFB.

Language Preparation (7-8 minutes) • To cover Meaning, Appropriacy, Form, and Pronunciation (MAFP) of the useful language items for coming tasks

T directs SS to section 3 on Google Forms: This is an important date. 
Instructions I: Now, focus on Section 3. Work in pairs. Read the conversation again and tick the correct column according to the use each of these phrases has. Do they help us to explain a calendar or to ask for information about it? You have 2 minutes. 
ICQs: ‘X’ How much time do you have for this activity? (2 minutes) 
 ‘Y’ How will you answer the questions? (by ticking the correct option) 
Learners read and answer in pairs. Meaning: CCQs: Marker sentences 1-2: Are we asking questions or making statements? (Making statements) CCQs: Marker sentences 3-5: How do we know that? (Because of the question word) Form: (Guided discovery with a chart) 1. I put+ date/ special occasion 2. In (Month), I put… 3. Why did (subject) put +date/special occasion? 4. What do (aux. depends on the subject) (subject) usually do (+on+ date)? 5. What happens (+in+Month)? Pronunciation: 1. /aɪ__pʊt ˈfɛbrʊəri ˈfɔːˈtiːnθ/ 2. /,ɪn ʤuːn___aɪ__pʊt ˈfɑːðəz deɪ/ Falling intonation in questions. 3. /‘waɪ__dɪd juː pʊt…/ 4. /‘wɒt duː juː___’juːʒʊəli duː___ɒn ,dɪsɛmbə ˈtwɛnti-fɪfθ/  5. /‘wɒt ˈhæpənz___ɪn ,ʤuːn/ T conducts OCFB by displaying the answers and covers MFP by eliciting. 
Instructions II: Now go back to Google Forms. The conversation they had was: very informal (best friends)? very formal (boss)? neutral (classmates)? T conducts OCFB by displaying the answers and covers A.

Productive Task (15-18 minutes) • To provide an opportunity to practise target productive skills fluently.

T displays slides with instructions. Instructions I: Work individually. Choose ONE important event in your calendar. Make short notes. (1 minute) T demos: My birthday- August 1st- gifts- special food- party 
ICQs: ‘X’ Are you going to write sentences or just short notes? (short notes)
Instructions II: Work with your partners. Talk about your calendars for 15 minutes. Every five minutes, you will work with a different partner. 3 Rounds. T demos the task with one S Learners work in pairs and discuss.

Feedback and Delayed Error Correction (6-7 minutes) • To provide learners with feedback on the completion of the task and language

T conducts OCFB following up on the productive stage T nominates some Ss to summarise their discussion in BOR 
T writes on the screen samples of learners’ production 
T conducts OCFB to identify the correct and incorrect sentences and correct the latter ones.

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