English Lesson Planner | TP5

Morgan

TP5 - Speaking - Upper Intermediate level

TP5 - Speaking
Upper Intermediate level

Description

In this lesson, students will get speaking practice in the context of what they imagine the future to be like. They will have both a content and a language preparation stage before the actual speaking stage. Furthermore, during the speaking stage, they will listen, after a first attempt, to proficient speakers performing the same task. Then they will read a transcript and do the task again.

Materials

TP5 Presentation

Main Aims

For students to gain speaking practice and develop fluency in the context of speaking about hypothetical futures.

Subsidiary Aims

For students to develop their listening skills as they listen to proficient speakers and as they listen to their peers.
For students to acquire lexical items that relate to a hypothetical future.
For students to acquire lexical items that relate to a hypothetical future.

Procedure (41-56 minutes)

Rapport (2-5 minutes) • To generate a friendly learning environment before class starts

1. Introduce myself to students, ask students to introduce themselves. (Given this is their first lesson with me)

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

1. Show students a the official trailer to "Blade Runner 2049" as an example for what the future may look like. 2. Ask students if they think the world will look like this in the future.

Content Preparation (3-5 minutes) • For students to think in more detail about content related to the topic of the lesson, in order to facilitate the speaking stage.

1. Ask students hypothetical questions as it relates to the lead-in. Discuss as a group.

Language preparation (8-10 minutes) • For students to acquire useful, formulaic language for the speaking task

1. Show students the language we will be using for the day. 2. Students listen to an audio of two individuals discussing life in 2049. 3. Students have a guided discussion in small groups (breakout rooms). 4. Teacher monitors.

Feedback (6-8 minutes) • For students to verify if their answers are correct and to clarify any confusion.

1. Students come back from the language preparation section. 2. I ask students the breakout questions, and elicit feedback on grammar, pronunciation and flow.

Speaking 2 (6-8 minutes) • For students to have further speaking practice, this time enrichened by what they learned in the previous feedback.

1. Give students an open discussion opportunity to discuss life in 2049.

Feedback (3-5 minutes) • For students to feel acknowledged in their speaking task and to have a sense of conclusion

1. Elicit from students what their colleagues said.

DEC (8-10 minutes) • For students to learn from their own mistakes as well as to be encouraged by their good language use.

1. Show students several sentences from the course of the day. 2. Ask students which are correct and which aren't. 3. Congratulate students on good language use. 4. Ask students why incorrect sentences are incorrect.