Carlos Aguilera Carlos Aguilera

Intermediate level


In this lesson, students practice speaking using extreme sports.


Main Aims

  • To provide speaking practice in a discussion task in the context of extreme sports

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a discussion task in the context of extreme sports


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

-T presents 2 questions to learners: 1. What's your favorite extreme sport? 2. How often do you do it/go? -Ss discuss 2 questions in pairs through breakout rooms. -T conducts OCFB.

Exposure (9-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

-Instructions: Watch the video and write the extreme sports they mention. -Learners compare answers in pairs through breakout rooms. -T conducts OCFB.

Useful Language (9-10 minutes) • To highlight and clarify useful language for coming productive tasks

-T conducts OCFB, and for each lexical item covers MFP. Extreme sports Meaning: CCQ-> Are extreme sports ordinary or removed from the ordinary? Form: Are they nouns or verbs? Pronunciation: /ɪkˈstriːm spɔːts/ Bungee jumping Meaning: CCQ-> is bungee jumping to jump from a tall structure or swim in the ocean? Form: Is it a noun or verb? Pronunciation: /ˈbʌndʒi dʒʌmpɪŋ/

Productive Task(s) (14-15 minutes) • To provide an opportunity to practice target productive skills

-Instructions: Now you’re going to discuss the following questions try to use extreme sports when possible. You will have 2 minutes to prepare some ideas. *Have you ever tried extreme sports? *What extreme sports would you like to try? *What do you think of doing extreme sports? *Do you like the excitement of extreme sports? *In your country, which extreme sports do people do? - T demonstrates the activity with a learner. - Learners discuss the questions in pairs. - T conducts OCFB

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

-T conducts OCFB following up on the production stage. -T writes on the screen samples of learners’ production and they identify the correct and incorrect sentences. -T conducts OCFB

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