New lesson plan: Speaking Lesson_TP5

Debby

Speaking Lesson_TP5 - Upper-intermediate level

Speaking Lesson_TP5
Upper-intermediate level

Description

In this lesson, students will practice speaking skills to focus on fluency. The lesson starts with a question to discuss stress, this is followed by content to prepare students for the task. Students will have to complete a Google form to practice language for the speaking stage. Finally, there is some control practice through two questions and feedback based on the content.

Materials

Lead-in

Useful language

Exposure

Productive task

Lead-in

Useful language

Exposure

Productive task

Main Aims

To provide fluency speaking practice in a conversation in the context of managing stress

Subsidiary Aims

To provide practice of collocations in the context of stress

Procedure (28-38 minutes)

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

Teacher would give a brief introduction about the topic. Teacher presents a visual stimulus to the Ss with the question: How do you manage stress? Followed by modelling the exercise. Teacher sends Ss to breakout rooms for two or three minutes for them to discuss the question. Teacher nominates Ss to share some ideas. ICQs: Are we working in pairs or individually? Pairs CCQs: Is stress manageable? Yes

Exposure (3-5 minutes) • To provide a model of production expected in coming tasks through writing

Teacher introduces the content of the lesson with a brainstorm of good and bad habits to activate students' schemata. Teacher asks students to write individually in the slide provided the ideas for two min. Teacher discusses the answers with the whole class. ICQs: Individually or pairs? Individually How many minutes? two minutes

Useful Language (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

Teacher presents visual aids to introduce the target vocabulary, followed with a task for students to identify the collocations individually in a Google form. Teacher uses CCQs and elicitation questions to explain the exercise. (2 min) ICQs: Individually or pairs? Individually CCQs: What is another word for feelings? Emotions Teacher nominates students to review the task.

Productive Task(s) (16-18 minutes) • To provide an opportunity to practice target productive skills

Teacher asks students to think for one minute about what good habits they have that helps reduce stress? Teacher sends students to breakout rooms for about 5 to 7 minutes to discuss the question: What good habits you practice that reduce stress? Explain. This to practice speaking with the vocabulary learned. Teacher nominates students to discuss the good habits with the whole class. Teacher asks students to think again for one minute about what bad habits they have that encourage stress? Teacher sends students to breakout rooms with different peers for about 5 to 7 minutes to discuss the question: What bad habits you have that encourage stress? Explain. This to practice speaking with the vocabulary learned. Teacher nominates students to discuss the bad habits with the whole class. ICQs: Individually or pairs? CCQs: Do we practice good habits in our daily basis? Yes Do we recognise bad habits? Yes

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

Teacher manages an open class for students to discuss healthy ways to cope with stress, based on what they talked and heard in the speaking practice. Teacher provides feedback based on the content.