Renata Renata

Copy of Speaking
Pre Intermediate level


In this lesson, students will practice speaking in the context of describing a perfect day, students will listen to an audio and answer some questions listed from the audio, then they will learn MFPA and then they will have activities where they will be able to talk about what they learned.


Main Aims

  • To provide speaking practice for "describing a perfect day"

Subsidiary Aims

  • To provide students speaking practice with a targeted language so they can practice outside of class.


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

I will start by introducing students with the context by brainstorming ideas of what makes a perfect day, I will write their responses in a whiteboard, I will use as aid some pictures to help students start talking.

Exposure (5-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

I will introduce context by showing them pictures of Prague and by asking students what they know about this place: Where is it? What are the main sights or main attractions? Then I'm going to play an audio about Dana talking about her perfect day Students will answer the following questions: Number the activities in the order she talks about them. a) see a concert____ b) go to a market___ c) go sightseeing___ d) walk through the old city___ e) have dinner in a restaurant____ f) relax in a park___ Answers: a) 5 b) 2 c) 3 d) 1 e) 6 f) 4

Useful Language (5-6 minutes) • To highlight and clarify useful language for coming productive tasks

I will use a jam board to show the students four frases: 1. We're starting the day in the main square. 2. In the evening we're planning to go to a classical music concert. 3. It's going to be fantastic! 4. We're going to walk through the old city. I'm going to ask the students where they think the stresses are in this sentences. Then I'm going to ask about linking and appropriacy. Answers: 1. Stress: starting, main. -linking: /wɜrˈstɑrɾɪŋ/ /deɪ'ɪn/ 2. Stress: Evening, planning,classical. -linking: /ðəˈiv·nɪŋ/ /tə'ə'ˈklæs·ɪ·kəl/ 3. Stress:going, Fantastic. -linking: /bi'fænˈtæs·tɪk/ 4. Stress: going, old. -linking: /ðə'oʊld/

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

I will ask students to go into break out rooms and plan a perfect day, I will ask them to use this questions to help them plan: 1. Which city are you planning to visit? 2. What are you going to do there? 3. How are you going to get around? 4. What are you going to eat/drink? Where? 5. What are you planning for the evening? 6. What is going to make the day so special? Then I'm going to tell the students about my perfect day: My perfect day was one trip I did with my friends, one weekend we went to a little town called Charmonix where Mont Blanc is, we ate fondue at one of the restaurants at the skirts of the mountain, then we went up Mont Blanc and what made it so special was that I was with great company and as we looked down the landscape we felt on top of the world. Then I'm going to ask students to remember their perfect day, I will help students with some questions: Was it a weekday or a weekend? Where were you? Who was there with you? What were you doing? What made it so special?

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

I will be attentive to listen to what the students are saying and try to write down some language errors so I can give some feedback from the lesson.

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