Aleksandra Vorobeva Aleksandra Vorobeva

Elementary level


This is a speaking lesson where students will talk about what they want to do


Main Aims

  • To provide fluency speaking practice in a conversation in the context of things they would like to do.

Subsidiary Aims

  • To provide clarification and practice of verb patterns with verbs of liking in the context of things they like


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

T pre-teaches "day-out" if necessary T shares her presentation (frame 1) and asks Ss what they like to do on their day out T elicits answers and puts them on the board

Exposure (5-6 minutes) • To present vocabulary Ss might need for production expected in coming tasks through reading/listening

1. T goes on to share Frame 2 of the board and asks Ss to find the things you can do in Regent's Park. Thus, studen't understanding of the meaning of vocabulary is tested and meaning is clarified covered through CCQs if necessary. 2. T elicits answers from class and ticks the right options 3. T goes through the rest of the phrases asking CCQs

Useful Language (6-7 minutes) • To highlight and clarify useful language for coming productive tasks

1. Teacher check appropriacy by asking Ss if the expressions are formal or informal. 2. As meaning has been covered in the previous stage, T goes on to dicsuss form (Frame 3) and elicits answers, putting the phrases in the right columns. 3. T demos Frame 4, pronounces the phrases one by one, getting Ss to reapeat and eliciting stress and linkers.

Productive Task(s) (10-20 minutes) • To provide an opportunity to practice target productive skills

1. Teacher directs Ss to Frame 5 and sets the speaking task. 2. Ss work in one group for 5-8 minutes, and then T mixes them up for another 5-8 minutes.

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

1. T asks follow-up questions about what Ss want to do and comments on interesting decisions. 2. T shares board and highlights mistakes and elicits ways to correct them.

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