Kate Kate

Speaking Lesson Plan Kate Van Demark TP 5
Lower Intermediate level


In this lesson, students improve fluency skills through practicing speaking in the context of discussing how they use social media. The lesson starts with showing a 45 sec video on Twitter as a lead in activity. Then, students brainstorm various uses for social media platforms. Next, in pairs, students make pro/con lists about using social media and share their answers with the larger group. Then, students are asked to find and share a meme, and recount a story using social media.


Abc Social Media Meme
Abc Social Media Meme 2

Main Aims

  • To provide fluency speaking practice in a conversation in the context of how they use social media

Subsidiary Aims

  • To provide practice of social media lexis in the context of using social media and memes. The lexical set could include words such as: 'to like', share, tweet, tags/ hashtag, follow/ follower, meme, clickbait, 'to go viral', mash-up, vlog, blogosphere, troll, audience, filter, feed, GIF, hacker/ hacking, inbox, DM, podcast, post, and trending.


Lead-in (6-7 minutes) • To set lesson context, engage students, and break the ice

-T greets students, shares jamboard access link and shares screen. T ensures jamboard access and tells them they need this for the activities today. -T starts the lesson by showing a tweet with a video of a judiciary court session hosted on Zoom whereby a lawyer accidentally has a cat filter on his screen, and he cannot remove it as the legal proceeding begins. Video is 45 sec. -Slide 2, T shows a social media meme, and asks students to brainstorm in BoR possible uses for social media. In BoR, T asks students to fill in their contributions on Slide 3 of the jamboard. 3 min -Slide 3, T shows social media meme 2, and conducts open class feedback to allow students to share how they use social media. T assess prior knowledge of the lexical set, while activity encourages practice using target language: social media terms. 3 min

Content Preparation (8-10 minutes) • To prepare students for the content of the task.

T asks students to make a pro/con list: T demos for example. 1 min In pairs/ BoR of 2, students fill in the pro con list themselves. Each pair should come up with at least 2 pro's, 2 con's. 3 min In OCFB, students share their contributions. 4 min This activity asks students to consider how and why they use social media and prepares them for using related language. An image of a like and dislike button is displayed.

Useful Language (7-8 minutes) • To highlight and clarify useful language for coming productive tasks

T displays image with word blurbs associated with social media. T asks what other words are often associated with social media. T asks students to write them on the jamboard to create a mind map. 3 min T elicits meaning and examples of use. 4 min OCFB for this activity so that the larger group can work together collectively to come up with terms related to the lexical set. Where required, T can also add to the mind map.

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

T asks students to find and share a meme in their BoR and discuss: 7 min -where they found the meme? -what does it mean? -what tags are associated with it? -who did they share it with? -when did it go viral? -why they like it or why they find it interesting/ funny? T conducts OCFB to see a few memes and hear about them. 7 min Note: If memes are not possible to share for any reason, T directs students to answer 1 of the questions on slide 7.

Feedback and Error Correction (6-8 minutes) • To provide feedback on students' production and use of language

T prepares a slide for DEC. Slide includes Doge meme about improvement: 1 pronunciation error, 1 grammar error, 1 lexical error, 1 good use of language.

Web site designed by: Nikue