Jesus Kinverli Jesus Kinverli

TP5 Speaking Lesson
Upper-Intermediate level


In this lesson, students will be introduced to the practice of speaking while discussing a new product.


Main Aims

  • To provide fluency speaking practice in a discussion in the context of new products

Subsidiary Aims

  • To provide gist listening practice using a text about new products


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

In order to engage students in the topic, I will start off by asking students a few questions to activate students' schemata. The first question will be: 1. Which famous brands have slogans that you remember? Slogans: A short easily remembered phrase, especially one used to advertise an idea or a product. If students have questions regarding what slogans are, I will have a short/clear definition of what these are. After the explanation. students may answer the question with what brands they know of which have slogans. example: Nike/Just do it, Master Card/ For everything else, there's Master Card, Subway/Eat Fresh, Wal-Mart/ Save money. Live better, KitKat/ have a break, have a KitKat, Red Bull, Red Bull gives you wings. The second question will be : Which advertising campaigns do you like at the moment? Students will answer whichever their preferences are. Question number 3 will be: How many different ways to advertise a product do you know of. Here students will answer with examples of advertisements they know of. Or they can even provide some example of how they could advertise a product on their own.

Exposure (5-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

In this stage, I will be playing audio for students to listen to an example of a group of people discussing the launch of a new product. After students listen to the audio I will have a question to ask them. The question will be: What type of product is it? Answer: drinkable healthy product ss will answer according to what they have listened to.

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

I will share a screen with students where they will see 4 sentences and parts of sentences. The first one is : 1. I've got an idea! How about....? 2. Well, it's worth a try. 3. OK, maybe we should avoid... 4. So, what you're saying is that...? Students will have to put sentences 3 and 4 on the scale of informal, neutral o informal language. Answer 3. Formal/ 4.Neutral I will pronounce sentences 1 and 2 for students to identify where the intonation rises and where it goes down. Answer. 1. rises in idea and goes done in How about 2. The intonation goes down. (Well, it's worth a try) Moving to the next slide I will have two sentences on the left side and another two on the right and students will have to match the one similar. Answers: Well, it's worth a try. / That sounds like a good idea. Ok, maybe we should avoid... / I'm not sure this is such a good idea. I will then ask learners when we could use these types of sentences. in this case sentence 1(forward new ideas), sentence 2 (positive reaction to ideas), sentence 3 (negative reaction to ideas), sentence 4 (summarising/recapping) .

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

I will put students into pairs so they can do their speaking tasks. The task will be to design a campaign for a new product. you will have 10 minutes to tell your partner about this for 5 minutes, and for the other 5 minutes, your partner will tell you his idea. Then I will switch them to different partners to do the same. I will be jumping from one breakout room to another to check errors from the learners.

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

In this stage, I will provide students with feedback on content based on my monitoring of the speaking task. After I will have written down any errors I had to listen to in the breakout rooms and I will provide students with feedback on this.

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