Fabiana Gonzalez Garcia Fabiana Gonzalez Garcia

TP5-LP_Fabiana Gonzalez
Advanced level


Main Aims

  • To develop spoken fluency in the context of geographical features.

Subsidiary Aims

  • To provide practice of speaking for fluency in the context of places.


Warmer/Lead-in (5-6 minutes) • To set lesson context, engage students and activate schemata to raise interest in the topic; to develop spoken fluency.

-I will show Ss a short video. -When the video is over I will put students in the BOR and ask to try to describe what they saw in the video. T monitors. -Brief FB

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

-I will give Ss language they can use to do the speaking task, in this case useful language sections. -Ss will be ask to work in pairs or odds to aswer a short list of questions that includes language they will use to do the speaking task. Google forms -T brief FB

Useful language (5-6 minutes) • To highlight useful language for coming productive skills.

Students will be asked to work in pairs solving a puzzle tha'll provide them with useful language for their next activity. Brief FB

Productive Task(s): Speaking (15-18 minutes) • To provide an opportunity to practice target productive skills

I will allow ss to talk about the topic that includes questions about places, explaining where they are, and important features of the place) I will have them talk to different peers during two or three stages of this activity. 1. where in th world can you find the yellow River, tje black Sea and Greenland...and why do they have tose names? 2. Where inthe world can you find a lake where the water is salty? 3. Where in the world can you find the country with theworld's longest coastline? 4. Where in the world is the country with the most extreme climate? 5. Where in the world is the longest mountain range? 6.Where in the world can you find 150 canals- but no cars and no roads? 7. Where in the world can you find thw wotld's driest desert?

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

I will take notes throughout the lesson and write some examples of Ss' mistakes. Correction will be taken from the students if possible. We will discuss about concerns and questions that the Ss may have about the lesson if time allows it.

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