Claudio Claudio

Speaking ICPNA
B05 level


Main Aims

  • To provide fluency speaking practice in a conversation and a discussion in the context of necessities and food.

Subsidiary Aims

  • To provide clarification and practice of language used for talking about things we need in the context of necessities and food


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

SS are shown three photos depicting the topic of the lesson. T has SS elicit the term "shopping list" and gives its definition and ask some CCQs. Afterwards, SS are asked a question (What common products are on a shopping list?) SS brainstorm about the topic of food-wise vocabulary.

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through a reading.

SS are shown photos to elicit some more food vocabulary and to introduce the conversation used as a model (activity 4, page 28). SS listen and read the conversation on their own and answer the questions in exercise A of the worksheet in pairs. Finally, T asks for answers.

Language preparation (5-6 minutes) • To highlight and clarify useful language for coming productive tasks

T writes the sentence "We need some potatoes" on the wall and starts asking CCQs about the meaning, form and pronunciation of the verb "need". Afterwards, T leads SS to exercise number B of the worksheet and asks SS to complete the answers with the phrases in the box in pairs. Finally, T asks for answers.

Productive task 1 (Controlled activity) (4-6 minutes) • To provide an opportunity to practice target productive skills

T asks SS to practice the conversation with a partner replacing the words in blue with the vocabulary learnt during the warmer and the exposure parts. T models the activity with a strong student. Then two more SS model the conversation for the class to see. Finally, SS get in pairs and practice.

Productive Task 2 (Freer activity) (10-15 minutes) • To provide an opportunity to practice target productive skills

T divides SS into 2 groups. The members of one group brainstorm on their own the foods and drinks they need in each situation. Afterwards, each group gets together and discusses the things they need for the party using useful phrases. Before starting the discussions, T has a strong S ask some questions from the useful phrases. T monitors activity, writes down good languages, mistakes, and helps as needed.

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

Upon taking notes throughout the communicative activities, T writes examples of good language used and shares them with the WC. Also, T writes sentences needing correction. If time allows, SS will be divided in groups and discuss the corrections.

Web site designed by: Nikue