Andrew Watson Andrew Watson

Intermediate Speaking demo
B1 level


A demo to show how to give exposure to speaking skills (discourse management - giving descriptions and opinions) in the context of an oral book, movie or live music review.


Abc Useful language

Main Aims

  • To provide fluency speaking practice in giving opinions and descriptions about a book or film they have read.

Subsidiary Aims

  • To provide clarification and practice of opinion expressions and decriptions


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

Show G-Slide, elicit what Ss see in the pictures (a romantic novel, a musical, a rock concert. Invite Ss to find their slides and mark the five activities (1-4) according to whether they never do it (1), occasionally do it (2), do it frequently (3) or do it all the time (4). Look at what Ss put on their slides and comment on their response.

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

Show G-Form. Tell Ss they will be listening to two people talking about something they have read or seen recently. Highlight that for most of the questions (except #2) they should write short answers. Play MP3 once. Ask Ss to submit answers. Check G-Form responds and clarify any misunderstandings. Answers; 1. What are they are talking about? Sp 1: a book (novel) 'Behaving Badly' by Elizabeth Wolff Sp 2: a fim 'Moulin Rouge' by Baz Luhrmann 2. Did they like or not? Sp 1: Yes Sp 2: Yes 3. What were its strong points? Sp 1: + Easy to read, humorous; Sp 2: + music, staging, dance routines 4. What were its weak points? Sp 1: - story a bit predictable, Sp 2: - extremely fast moving at the beginning B. Have you seen or read any of these things? Do you agree with the speaker or not? Would your like to see or read them? Ss own answers

Useful Language (11-15 minutes) • To highlight and clarify useful language for coming productive tasks

Stage 1: Intensive listening Screenshare Jamboard. Demonstrate that they should move the ticks as they listen again to the audio to indicate which of the expressions they heard. Answers: It's by an English writer ✓ It's about how rose had been having a hard time. ✓ A weak point about it is ✓ I'd recommend it to anyone ✓ It stars Ewan McGregor ✓ It's based in Paris ✓ It's called ✓ What I really like about the film ✓ Let Ss compare answers in pairs in BORs Stage 2: Categorise for meaning Screenshare Jamboard. Explain / show that Ss should categorize the expressions according to whether they are (a) describing the book/film or (b) giving their opinion (a) describing the book/film: It's by an English writer; It's about how rose had been having a hard time; It stars Ewan McGregor; It's based in Paris; It's called; its based on; it's set in (b) giving their opinion: A weak point about it is; I'd recommend it to anyone; What I really like about the film; One strong was, the best / worst thing about it is; the (acting/story/graphics) is / are brilliant / terrible Stage 3: Chunking / Pausing Display text on Jamboard, Demonstrate with the first sentence and the audio that Ss should listen and where they hear a pause they should put a slash. Make sure they can access the marker tool before getting them to listen and mark the pauses. Get Ss to work in pairs in breakout rooms and practice reading out the texts to each other. Show suggested answer slide and clarify any queries.

Productive Task(s) (15-17 minutes) • To provide an opportunity to practice target productive skills

Tell Ss to choose one of the things in the preparation exercise that they have seen / read / listened to recently and which they think their classmates would be interested in (e.g. Lion King the Musical, a band at Vive Latino festival). T says: You are going to review this for the class. Spend about 3 mins deciding what you will say. Use these questions to help you prepare your review: What is it? Where / When did you see it? Who is it by, who does it star, etc.? What were its strong points? What were its weak points? Allow 1-2 mins preparation time. Then put Ss to work in pairs in BORs. They practice their reviews. Monitor to check Ss are on task. Listen unobtrusively for good examples of use of descriptions and language of giving opinions. When speakers are done, encourage the listener to ask questions to their partner. Can partners suggest any improvements to the review?

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

Ask one or two listeners to give content feedback on the reviews they heard. Give language FB, praising good use of expressions and correct errors.

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