Renato Soria Renato Soria

TP 5 Speaking
Elementary level


It's the first lesson of the second half of the CELTA course, this will be for elementary students. In this lesson, students will practice their speaking skills using frequency expressions.


Abc Google slides
Abc Handout

Main Aims

  • To introduce and provide practice of speaking for fluency using frequency expressions

Subsidiary Aims

  • To develop the Ss writing capabilities using frequency expressions
  • To provide MFP carlification of new lexical items
  • To provide reading practice for gist using frequency expressions


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I'll show two pictures of common activities we do often. One picture of goign to the supermarket and another one of going to a party. I'll ask students, if the go to these places regularly and if they like them or not.

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

I'll give Ss a handout with a conversation between two friends, then I'll ask Ss some questions about the frequency of the actions that are mentioned in the conversation. After that, I'll correct them with OCFB and highlight the TL.

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

I'll give Ss an activity in which we have to order some words to form sentences. We will do it together and then I'll use this sentences to elicit MFP.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Ss will be given the task to collect some information about other people in the classroom. This will consist in three parts, first, to gather information about what their partner think it's a good habit of his. Then, what their partner think is a bad habit that they need to change, and lastly an activity they do regularly that they think its not common. They'll do all of this using frequency expressions.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

I will correct some mistakes of the last task, and ask them to give me examples of the information they gathered from their peers. I'll correct them with examples of thei own pieces of information.

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