New lesson plan: TP 5 Speaking Lesson

Christy

TP 5 Speaking Lesson - Lower Intermediate level

TP 5 Speaking Lesson
Lower Intermediate level

Materials

Collins Dictionary

JamBoard Presentation https://jamboard.google.com/d/1NVy3a_G6JE3vN4QMmB8zVUP1pbQ2HHq2khQOWXgY_mE/ed

Exposure Video

Collins Dictionary

JamBoard Presentation https://jamboard.google.com/d/1NVy3a_G6JE3vN4QMmB8zVUP1pbQ2HHq2khQOWXgY_mE/ed

Exposure Video

Main Aims

To provide fluency and accuracy speaking practice in a Converaations and Discussioin in the context of Context of Benefits of Sleep

Subsidiary Aims

To provide fluency speaking practice in a Engage students to speak the langauge in regards to sleep

Procedure (35-44 minutes)

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

Ask students to take a look at images that are relating to sleep. Have them wonder if sleep is crucial or if it is unneccsey Allow them to discuss answers with peers in pairs

Useful Language (5-6 minutes) • To highlight and clarify useful language for coming productive tasks

To highlight the context of the terms Unconsciousness Paralysis Circadian Rhythm CCQ If we are awake, are we conscious? YES If I have paralysis, can we move? NO Allow students to arrange meaning form and pronunciation on jam board Clarification of Meaning and Pronunciation of the target language.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Allow students to listen to the video on sleep. Show questions before introducing the video Alllow students to work in groups and discuss questions on jamboard

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

Students will have a chance to discuss in groups The average number of hours they sleep What are the consequences if they do not sleep? The second activity will introduce concepts of HOW do we promote better quality sleep? students will discuss answers in groups, I will show the video near the end, Students will review answers in group OCFB

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

Note any speaking challenges observed and repeat and drill/model. Ask for any questions or clarifications. Thank the class for attending and participating in the presentation.