rosario rosario

TP5 Speaking Rosario Enríquez
Pre-intermediate level


Main Aims

  • To provide practice of fluency in the context of talking about an interesting experience

Subsidiary Aims

  • To introduce expressions and work on intonation in order to express interest


Lead-in (3-4 minutes) • To set lesson context and engage students

T shows Ss a collage of 4 photos. They should predict what the anecdote they will listen to will be about. (2') CCQ: What do you think could make this story interesting? (An accident, the parachute didn't open, etc.). (1')

Exposure (2-5 minutes) • To provide a model of production expected in coming tasks through listening

T will play the audio. (2') CCQ: Was the listener interested? (Yes). How do you know? (Tone of the voice, phrases). T will play the audio again and ask Ss to collect useful phrases to show interest. (2')

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

T will present Ss with the target language aided by a presentation. (See CCQs and language analysis below). MPF

Content preparation (2-4 minutes) • To give students time to produce ideas before the practice stage

T presents Ss with six photos showing people who have had different experiences. In order to make them think about what could make those experiences interesting when turned into anecdotes, the T will ask: Have you experienced something similar? Or how would you feel in a situation like that? Ss will not answer the questions. T will ask them to think and make notes, if they want. They can also invent a story. Ss will be provided with prompt questions, as well.

Productive Task (12-15 minutes) • To provide an opportunity to practice target productive skills

Part 1 T will send Ss to BOR to tell each other their stories. She will say that the most important role is that of the listener so when Student A finishes telling the story both Ss will have to see whether Student B showed interest or not. (7') Part 2 Ss will change partners and repeat the activity, This time, listeners will have to use all the phrases and those telling the stories will have to add more detail if possible. (7')

Delayed error correction (5-7 minutes) • To provide feedback on students' production and use of language

T will focus both on good language and mistakes.

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