New lesson plan: TP 5: Speaking

Hailey Baldridge

TP 5: Speaking - Elementary level

TP 5: Speaking
Elementary level

Materials

Teacher presentation jamboard

Face 2 Face Elementary, Redston & Cunningham (Cambridge 2012), p 29.

Teacher presentation jamboard

Face 2 Face Elementary, Redston & Cunningham (Cambridge 2012), p 29.

Main Aims

To introduce and provide practice of speaking for fluency in the context of weekend activities.

Subsidiary Aims

To provide grammar practice with changing infinitive verbs to the simple past in the context of weekend activities.

Procedure (38-48 minutes)

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

- Tell students we are going to talk about our weekends today - Ask: how was your weekend? Could you describe it with one adjective? - Teacher models and displays student answers on the jamboard

Content Preparation (5-7 minutes) • To provide a model of content production expected in coming tasks through reading and matching

- Display verb + phrase activity from SB. Elicit student help in matching which phrase goes with which verb. - Ask students if any meanings aren't clear and clarify them if needed

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

- Elicit student help in changing the infinitive verb forms to the simple past. This will form our TL model sentences in the simple past tense. - Go through MFP process for the TL sentences, with emphasis on pronunciation for the speaking activity. - I went for a run - I saw a beautiful sunset - I stayed at home all weekend - I did the laundry - I went to my parent's house for lunch

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

- Give students 2 minutes to write down 5 things they did during their weekend (make BORs during this) - Then, tell students they will share their 5 things with a partner and talk about them using the simple past. - Explain that I want them to try to find 1 thing they have in common, something both they and their partner did during the weekend. Show image and model how to find something in common. - Check understanding for activity instructions: - Will you tell your partner about your weekend? (yes) - Will you find 1 thing that you both did? (yes) - Ask students to take a screenshot and send the teacher presentation in the chat - 6 minutes BORs for first partner (circulate to check for activity understanding and to look for DEC material) - Come back together to share out what each group had in common for their weekend - 6 minutes BORs for next partner (circulate to check for activity understanding and to look for DEC material) - Come back together, share again what each group had in common

Feedback and Error Correction (5-8 minutes) • To provide feedback on students' production and use of language

- Display correct and erroneous sentences that I overhead in the speaking activity, focusing especially on mistakes with the simple past or lexis regarding weekend activities. - Elicit student help in pointing out mistakes. Praise correct sentences and any lexis that particularly impressed me.