Karina Cahuich Karina Cahuich

TP 5 Speaking
Upper Intermidiate level


Main Aims

  • To provide fluency speaking practice in a debate in the context of gender roles

Subsidiary Aims

  • To recycle useful language to express opinions about gender roles
  • To develop oral comprehension by listening to peers' responses


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

Instructions: Teacher starts the lesson by showing a propaganda picture. T will ask learners to look at the photo and discuss: -Look at the picture and tell me what the lesson is going to be about? - What do you think about this propaganda? OCFB: Ss comment the topic of the lesson.

Content Preparation (6 minutes) • To prepare students for the content of the task

Instructions: Let's explore some gender roles that are part of society. How would you classify them? Teacher gives the link for the jamboard and instruct they'll work in pair deciding on which role belongs to which gender. As the open-class feedback, T shows a slide which has a classification of the gender roles but in many years ago. T ends up the stage asking: It's has changed, right?

Language preparation (6 minutes) • To infer the meaning from the context and clarify the form and pronunciation of the language needed for the task

Before we explore this further, we will see some useful expressions to state our opinions. Meaning Task on Wordwall T sends a link so Ss understand the meaning of the expressions. As OCFB, T elicits answers for the whole group. Form on Google Slides T shows slide and elicits the differences between the use of the fixed expressions and some variations to express opinion. Pronunciation T shows slide T elicits from ss stressed word in sentences T goes over unique and difficult features of each sentence. T models at natural spead, ss respond in choral drill. T elicits pronunciation from individual ss.

Speaking Task 1 and 2 (20 minutes) • To provide opportunity to practice speaking fluency and expand on what’s been learned.

Instructions: You will discuss together some ideas about the topic.

Feedback & DEC (5 minutes) • To provide learners with feedback and inform them of how they did with regards to content and language used.

T conducts OCFB T conducts DEC (Both accurate and inaccurate language)

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