Victoria Auger Victoria Auger

Upper Intermediate level


In this lesson students will practice their speaking skills for fluency in the context of doing something. It will start with a brief lead-in, followed by a pairs activity in BORs to increase STT. Then students will use their reading for gist skills followed by a guided discovery task for meaning. Then form and pronunciation will be discussed for the useful language of this lesson. The productive speaking activity will then take place followed by more in-depth DEC.


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Main Aims

  • To provide practice of speaking for fluency in the context of doing something.

Subsidiary Aims

  • To provide clarification of language used for do's and don'ts in the context of learning a language.
  • To provide practice reading for gist in the context of doing something.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Present students with a question that sets the context of the lesson and personalises the topic. 'How many foreign languages have you studied in your life?' Give teacher model first. Elicit responses from 1-3 students.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Give students a table of do's and don'ts. Tell them to come up with 2-3 do's and don'ts for each on the table. Give example for each first (teacher model). ICQ for understanding. Send into BORs for 3 minutes. Follow with OCFB. Then give students text about do's and don'ts of quitting smoking which uses the useful language that will be used later in the lesson. Ask students to read for gist (1 minute) and decide which headline is best: 1. why smoking is bad for you health 2. tips on how to smoke 3. how to quit smoking ICQs - is this a reading or listening task? (reading) / how long do you have to read? (1 min)

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Students will be asked to classify the sentences from the previous text into either do's or don'ts on a table. Do the first 1/2 together, then ICQ to check understanding of activity. Then put into BORs for 2 mins to discuss in pairs. This activity acts as a guided discovery for students to discover meaning of the useful language for themselves. Cover form (loosely). Highlight how many of them are using the imperative (elicit first, then tell them). Cover pronunciation of each of the phrases. Use choral and individual drilling. Elicit sentence stress from some of them.

Productive Task(s) (14-15 minutes) • To provide an opportunity to practice target productive skills

Tell students they will be put in BORs (for 8 mins) and as a pair/group they need to choose one of the following topics and create a do's and don'ts list for it together: - How to be successful in exams - How to stay fit - How to dress well - How to travel on a low budget - How to find the perfect partner They should aim for 4 do's and 4 don'ts for their chosen topic. Do teacher model. ICQs - should you and your partner choose different topics? (No, the same topic) / How many do's and don'ts should you aim for? (4 of each) / How long in BORs? (8 mins) Then rearrange BORs so students are with different partners and ask them to share their lists to see if anything new can be added. BORs for 4 mins. ICQs - Are you writing a new list with a new partner? (No) / How long in BORs? (4 mins)

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

Conduct OCFB from productive skills task (ask 1-2 students about what they discussed). Then conduct DEC - aim to include grammar, form and pronunciation correction (not just grammar) Also, could highlight 1-2 examples of where the useful language was used effectively (but elicit from the students if it's correct or incorrect)

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