Nancy Pastor Enciso Nancy Pastor Enciso

Productive Skills
Pre- Intermediate level


In this lesson students practice speaking for fluency fluency in the context of comparing ideas. The lesson starts with an interactive activity related to jobs in order to active their previous knowledge and their participation, followed by a listening activity ( especific information), then teacher introduces expressions related to comparing ideas, agreeing and disagreeing, techer focuses in the meaning, form and pronunciation. Finally, students talk about the topic ( comparing ideas) in BOR and teacher provides feedback.


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Main Aims

  • To introduce and provide practice of speaking for fluency in the context of comparing ideas.

Subsidiary Aims

  • To provide clarification and practice of comparing ideas, agreeing and disagreeing.


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Teacher shows some pictures related to job, then, students select only one of the pictures according to their preferences, and answer the following question: Why is it a great job?. 3 or 4 students participate for this activity. After that, students do a task in google document where they need to establish a relation between jobs and their definitions. To check this activity teacher provides practice of speaking in order to active some previous knowledge related to the topic.

Exposure (10-12 minutes) • To provide a model of production expected in coming tasks through reading/listening

Students do a listening task for specific information, in which they take notes about speakers interests in a google form document. Ss listen the audio twice. Then compare their answers in BOR and teacher provides OCFB.

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

For this stage, teacher introduces target language based on the context of comparing ideas, agreeing and disagreeing. Teacher provides examples and explains the meaning, the form (CCQ ) and pronunciation of those expressions. Teacher lets students to make short examples based on her explanation and to model the correct pronunciation and intonation of the class expressions.

Productive Task(s) (10-12 minutes) • To provide an opportunity to practice target productive skills

Students talk about the topic ( comparing ideas) in BORs at least twice with different peers. they need to follow first teacher instructions , then Ss use the expressions worked in class on their own dialogues. Teacher monitors students.

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

Teacher asks students to show their own examples in class, then T provides Ss with feedback on language based on the monitoring of the task.

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