Manuel Manuel

Upper Intermediate level


Abc Microsoft Word.
Abc Zoom Whiteboard
Abc Power Point

Main Aims

  • To introduce and provide practice of speaking for fluency in the context of learning a language.

Subsidiary Aims

  • To improve students´awareness of consonant sounds /v/ and /s/.
  • To provide reading practice for gist in the context of learning a new language


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

T. shares the screen and shows a picture of a girl named Kumiko and her boyfriend Steve. T. asks: Why does Kumiko want to learn English? Ss: She wants to communicate with her boyfriend. WC Ss have to guess, so they might come up with different ideas. T. shares the screen. Jamboard. T. asks Ss to write some dos and dont´s about learning a language. Ss post their ideas. WC.

Content preparation (6-9 minutes) • To provide a model of production expected in coming tasks through reading.

Set task 1: T. shares a word document (worksheet) on Zoom´s chat box and asks students to read the dialog between Kumiko and Miyagi. Ss work individually and answer the question: Who is telling the dos and dont´s about learning English? (2 minutes). Ss have to read quickly and tell the answer to the class. WC. The gist task allows Ss to see the TL in context. T asks Ss to complete activity B in the Word document. Ss have to come up with new ideas to complete 4 statements. (3 minutes) T. models the activity. Ss use the annotation tool to write their answers. WC. Ss can also read their sentences. WC. T. asks for volunteers to share their opinions with the class. WC T. gives WCFB.

Useful Language Clarification (10-13 minutes) • To highlight and clarify useful language for coming productive tasks

Set task 2: T. shares a link in Zoom´s chat box. Microsoft Word. Activity C. T. asks Ss to work in pairs and decide if the suggestions are good or not. They need to discuss and explain in pairs. T. models the activity. Ss work in pairs. T. monitors. (3 minutes). T. asks Ss to share their ideas with the class. WC. T. gives WCFB. Set task 3: T. shares a link in Zoom´s chatbox. WordWall. T. asks Ss to click on the link and unscramble the useful expressions. T. models the activity. Ss play the game. WC. (3 minutes). T. gives WCFB. Set task 4: T. shows 3 sentences and reads the first sentence aloud. T. asks Ss. How do you pronounce this word (temptation)? T. asks Ss: Which syllable is pronounced louder? T. reads the first sentence again and asks Ss to repeat it. T. nominates a volunteer to read the first sentence. T. nominates volunteers to read sentences 2 and 3. T. gives WCFB.

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

Set task 6: T. shares a link in Zoom´s chatbox. Microsoft Word. Activity D. T. asks Ss to create a conversation using the useful expressions learned in class. Ss work in pairs using Breakout rooms. (8 minutes). T. asks for volunteers to present their dialogues to the class. (3 minutes). T. gives WCFB.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

T. gives WCFB about the speaking activity. T. shares Zoom whiteboard and writes some good and bad examples from students. T. elicits ways to improve some ideas.

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