Casey Casey

TP5 Speaking Lesson
Upper Intermediate level


In this lesson students will be guided through a speaking lesson regarding giving/taking advice.


Abc TP5 Lesson Materials
Abc Zoom, Google Slides

Main Aims

  • To provide accuracy and fluency speaking practice in a conversation in the context of giving or recieving advise

Subsidiary Aims

  • To provide specific information using a listening about asking for/recieving help


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

Lesson begins with asking students to give me advice with a problem I'm having: Waking up in the morning to elicit the target language of giving and receiving advice

Exposure (4-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

Students then listen to some sample questions and responses of a dialogue that includes the type of language we will be working with. After listening, we do a gap-fill exercise to determine which words are missing from each sentence.

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

Using the previous dialogue I will highlight the types of words that are typically used during this conversational speech; think, should, hope, worry, etc. These words will be the same ones we use in the second gap-fill. Students will be asked to determine from a set of statements which are agreeing or disagreeing, I will then elicit at least two more examples from the class. Useful language concludes with a gap-fill that we will do as a class.

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

Students are asked to generate two problems that they might need advice on, with at least one example of something they've tried, along with a root cause. In break out rooms, students will take turns giving each other advice on each of their problems. Afterwards, we will have open-class discussion, before jumping into breakout rooms again--this time, students are assumed to have taken the advice and report back to their peer whether it helped or didn't help.

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

After breakout rooms have concluded, I will provide feedback on the observed speaking tasks as well as ask for student feedback on the task itself. I will then go over any delayed error correction needed to adjust student dialogue for accuracy.

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