wilmar wilmar

speaking lesson plan in the context of I like sports
Upper intermediate level


This is a funtional language lesson whose intention is to provide students with practice in their speaking ,and fluency skills by talking about sports where they can express their opinion


Abc navigate upper intermediate B!

Main Aims

  • To introduce and provide practice of speaking for fluency withfuntional language in the context of I like sports

Subsidiary Aims

  • • To give students the opportunity to discover and practice the MFPA of some useful language (expressions and phrases) • To give students an opportunity to practice their speaking fluency in the context of I like sports


lead-in (5-7 minutes) • To set lesson context and engage students. also to activate previous knowledge of the topic area

T greets students and starts the lesson by. watching 2 minutes video to set a context T shows a picture to the students T writes down three questions for students to answer in the context of sports T lets students brainstorm their own ideas according to the questions : What is your opinion about sports? Do you like them ? Do you practice any sport? T asks students to share ideas to the class. T tells the students that they are going to be on breakout room for 4 minutes to share their ideas about sports T conducts OCFB. T praises the students for their big effort on sharing their ideas

Content Preparation (6-8 minutes) • To prepare students for the content of the task. in order to keep them on the right track of the lesson

T shows to the students a text where they will find and discover the use and common expressions . T explains that It refers about sports T gives students a reason for them to read the text: and use it as a guide to create their own T provides students a google slides where they will find a text they will answer some questions while reading. T provides time for students to work on.it T asks ICQ’s to make sure they understood the text After reading, T asks students to share their answers in their breakout rooms for a few minutes. After Ss have compared their answers, teacher will tell them that there is no correct or wrong answer that it iis their opinion T conducts OCFB.

Language Preparation (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

T Displays a list of useful language (phrases and expressions) related to expressing opinion Agree Meaning have the same opinion about something Form verb Pronunciation I agree with your ideas aɪ əˈgriː wɪð jɔːr aɪˈdɪəz CCQ's I like sports Disagree Meaning have or express a different opinion Form verb Pronunciation I disagree with your opinion aɪ ˌdɪsəˈgriː wɪð jɔːr əˈpɪnjən CCQ's I don't like sports Privacy Meaning The state of being alone, not disturbed or watched. Form noun Pronunciation there’s not much privacy in hospitals ðeəz nɒt mʌʧ ˈprɪvəsi ɪn ˈhɒspɪtlz / ðɛrz nɑt mʌʧ ˈpraɪvəsi ɪn ˈhɑˌspɪtəlz CCQ's I want to be alone T drills pronunciation of the expressions. (Practice sentence stress and intonation) . -T conducts a cotrolled practice to check if they have understood the funtional language and if the target language ic clear activities taken from the book Very good guys! Now you are more than ready to move on to the next task.

Productive Task (10-13 minutes) • To provide an opportunity to practice target productive skills through a speaaking and fluency activity

T explains students’ instructions for the speaking and fluency task. Talk to a partner about sports and sport activities Use the prompts as a guide Find the fun with friends. Try your hardest. Bring snacks Invite your family. Celebrate all achievements (even coming last) Enjoy the experience with your friends . share information about sport activities Make sure you include in your discussion these topics also remember you can use the expressions previously shown T provides allocated time for this task. Ss will be changing peers each 5 minutes (If the number of students is enough) T monitors and takes notes.

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

- T conducts OCFB based on what was carried out in the productive task stage. -T writes the notes related to the language that was used inaccurately by learners. Then the teacher elicits pronunciation from students or reformulate the expressions, sentences, phrases, or words that requires improvement. - T highlights pronunciation/lexis or grammar errors.

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