Saskia Saskia

Pre-intermediate level


This lesson will provide students the opportunity to practise their speaking fluency in the context of choosing a manager for a pop group. At the beginning of the lesson, students will discuss their favourite music artists in BOR. Secondly, they will skim a text and complete a gist task. Subsequently, MFPA will be covered, partially through a guided discovery task. This will be followed by a speaking task and finally, the teacher will provide feedback and delayed error correction.


Main Aims

  • To practice speaking fluency in the context of choosing a manager for a pop group.

Subsidiary Aims

  • Students will have also practised their reading skills (skimming for gist).


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

Instructions: In BOR, discuss who's your favourite music artist and why? You have 3 min. Demo: For example, my favourite group is the Mexican duo Jesse and Joy, because she has a beautiful voice. T conducts OCFB. Nominate students, ask about their (partner's) favourite music artist.

Exposure/Content preparation (4-5 minutes) • To provide a model of production expected in coming tasks through reading.

T shares screen when setting task. Instructions: Read this text quickly and answer the first question. You have 1 min. ICQ: Do you have to answer the second question as well? (No) T sends links with text and gist task in chat. Ss complete task individually. Pair-check in BOR. OCFB, nominate student to elicit answer.

Useful Language (7-8 minutes) • To highlight and clarify useful language for coming productive tasks

Instructions: In BOR, read text one more time and complete 2nd task together. You have 3 min. T conducts demo, i.e. first question of task in open class. Nominate student to elicit answer. ICQ: Will you do the task individually or together? (Together) Put ss in BOR to complete guided discovery task. OCFB, show answers. Any questions? Highlight "Yes, but what about ...?" (difficult). CCQ: When I say, “Yes, but what about Jack?” do I agree with you? (Not really) Share screen, Google slides. Instructions: Look at these sentences. What type of word do I need for number 1/2/3? Nomiate ss to elicit answer. -> Where's stress? (I agree, I don't agree) -> How do I pronoun 'th' sound? -> Intonation "Yes, but what about Jack?" Choral drilling. -> Are these sentences formal/informal/neutral?

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

T shares screen, shows one manager profile. TASK 1 Instructions: We are looking for a manager for the pop group SPOTS! In BOR each groups gets a manager. Together, discuss which points are good and which are bad. You have 4 min. (Mention who is in which group) T gives demo: For example, I think it's a good thing that Anita has worked in show business all her life. ICQ: Do we work individually or together? (Together) TASK 2 Instructions: I’m going to put you in different groups. Compare your managers and decide who is the best one. You have 5 min. T gives demo: For example, I think Anita is a better manager than Jack because she was once a singer herself. ICQ: Do we talk about only one manager? (No, more) Repeat task 2 as many times as time allows. T monitors in BOR.

Feedback and Error Correction (7-8 minutes) • To provide feedback on students' production and use of language

T nominates students and asks content based feedback. E.g. "..., who do you think was the best manager?" and "..., do you agree?" T shares examples of learners' production and sets task in small groups in BOR for learners to identify the correct + incorrect ones, and correct the latter ones. If short on time, correction in open class instead of BOR. OCFB, any questions?

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