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Soeaking
Intermediate level level

Description

In this lesson, students will improve their speaking skills through receiving (listening) and producing (speaking) the language. The lesson starts with pictures of different parties and costumes. Students will come up with different ideas and vocabulary related to the subject matter. It will then be followed by a listening passage related to the topic which students will have to perform at the end of the class. Different sub skills such as listening for gist and specific information plus a bit of grammar (pronoun) will be practised during the lesson. controlled and free practices will also be incorporated.

Materials

Jpu2vguhrgktjg5xanzq partys' name photos of parties with names
I9jv8waxqzordfipnt8j party questions party photos
Uno2qiifqyaxkqzy1vx7 paul photo of Paul
Ercerqtaruu0phgajg8m script listening script
2cwswnhrfcadrkk2zcqa tic tac yoe tic,tac,toe handout
Dyz3zpilrigehaj2uvio pic 1 Ex1 question handout
Q2qpbshdtvcsot0pvvtx checklist checklist
Acagackt7iqvp3vqkgwa guests photo of guests
5s6ogvhgtdinh32zbeip insideout photo of guests with info

Main Aims

  • To provide fluency in speaking through practicing; conversations and discussions about different types of parties and activities people do there.

Subsidiary Aims

  • To provide practice of pronouns (something, someone,no one, etc) in the context of different parties

Procedure

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

I will show students some photos of different parties having three questions underneath and ask students to pair up and answer the questions. Students will then share their answers with the class and check whether they agree or not. I will monitor them and take notes in order to have DEC later if necessary. I will show students the photos with their names and give them feedback.

Exposure (10-11 minutes) • To provide a model of production expected in coming tasks through listening

I will show a photo of Paul and some others and make students guess some information about them. They will listen to the track and check if they were right. I will check the Blocking Vocabulary and MFP. I will show the photos again, with a bit of information this time and then give students a copy of Ex.1.I will play the listening passage again and ask learners to do the exercise individually while listening and later check in pairs. This will be followed by FB and CCQs. Here, I will highlight my marker sentence for grammar and write it on the board.

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

At this stage, I will clarify MFP of the marker sentence on the board.I will use my fingers to show that 'everybody' is one word, I will hand out the listening script to the students and ask them to underline all such pronouns. They will check their answers in pairs and give the feedback which will be followed by a drill exercise. I will ask Ss to do the grammar sections in pairs and that would be followed by listening and checking their answers. I will again use my fingers in PRON part to show that words such as 'going to' is pronounced together as 'gonna'

Productive Task(s) (15-18 minutes) • To provide an opportunity to practice target productive skills

This stage starts with a controlled oral practice. I will give them tic, tac, toe copies and pair them up so that they can practice the language through this play. I will give them instruction by drawing one on the board and doing one as a sample. Students will then do the same in pairs. Next, I will inform students that they will be creating a similar story as Paul, therefore, students plan and in groups talk about their parties.They will have a checklist, given by me, to tick the subjects each student talks about while they are listening.

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

I will monitor students while telling their own stories and take notes so that I will give FB and DEC on their production.

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