Maryam Maryam

Speaking TP5
Upper Intermediate level


To introduce and provide practice of speaking for fluency in the context of memorable events


Main Aims

  • To introduce and provide practice of speaking for fluency in the context of memorable events

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of memorable events related to systems (Lexis / Grammar)


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

Show Ss google jam board 1 (photos of different events/titles of different events for ideas) and tell them I will talk about Eid as my memorable event. Then tell Ss short story of Eid and why it's memorable to me. Then ask Ss about any memorable they would like to share.

Content Preparation (5-7 minutes) • To prepare students with the content of the task by giving them language they can use to do the speaking task.

Tell students we are going to be focusing on useful language in the context of memorable events. Tell students to look at the useful language in google slide 1. Give students examples of how to use this language in relation to my memorable event. Ask a few students for examples of events using these sentences to ensure they understand.

Useful Language / Language Preparation (5-7 minutes) • To highlight and clarify useful language for coming productive tasks, the purpose is to prepare Ss re the gauge needed for MFAP

Look at the questions on google slide 1 and ask them to think of possible answers. Practice pronouncing the phrases and questions highlighting the words stress.

Productive Task(s) / Speaking (13-18 minutes) • To provide an opportunity to practice target productive skills, allow Ss to talk about the topic (of personal information at least twice [3 times if allows] with different peers)

If possible, using BORs have the students in pairs interviewing each other about their most memorable event using the useful language shown. Will tell students that they will be in pairs and take it in turns to describe their event and then their partner will ask them about the event using the useful language provided. Then in pairs take it in turns to describe their own events incorporating at least three of the questions and three of the ways of describing their memory. They need to include both positive and negative activities in their stories. Then they change roles so each part practises asking and talking about a memorable event. Then students change partners and hear more stories and share their own with more students.

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

Do any DEC (ask students to correct each other is possible). Ask students for feedback on todays task, what they liked/disliked.

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