English Lesson Planner

Reem

Speaking - intermediate level

Speaking
intermediate level

Materials

listening track

pictures

PPT

smart board

white board

HO 1

HO 2

HO 3

listening track

pictures

PPT

smart board

white board

HO 1

HO 2

HO 3

Main Aims

By the end of the lesson, the students will have been better able to speak for fluency in the context of an activity review.

Subsidiary Aims

To provide detailed listening practice in the context of an activity review.

Procedure (32-45 minutes)

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

-Greet your Ss. -Display 2 pictures about activities that I like doing to enjoy my time. -Ask Ss. what do you do to enjoy yourself? -Elicit the answer from one of the Ss. and then ask all of them to talk n pairs and exchange ideas. -Get the feedback. -Display pictures of different types of activities and ask Ss. to guess them. -Set the task by informing Ss. to mark the activities from 1-4 according to their lives routine using a Cline and mentioning the interaction pattern and the time needed. -Ask ICQs to check their understanding of the task. ICQs are: Are you going to match the 2 columns? Are you going to rate from 1-4 ,individually? - Get the feedback.

Exposure (8-10 minutes) • To practice gist and detailed listening sub-skills -To provide a model of production expected in coming tasks through listening

-Pre-teach the lexis that they will use through pictures and eliciting the words and their parts of speech.Words are( costume-lyrics-set-special effects -photography) -Set the context of the listening task by introducing 3 pictures to the 3 tracks. -Set the task by giving instructions and ask ICQS to check their understanding. ICQS are: Are you going to fill the table according to the tracks? Are you working individually? -Demonstrate the 1st question with the Ss. -Ask ss. to check in pairs. -Display the answer-key on the board. -Ask Ss. for any challenging questions to clarify them. -

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

-Display set of questions on board and model and drill some of them and highlight intonation. -Highlight how to review or describe something you have heard, watched or read using prompts. -Highlight how to give your opinion using prompts.

Productive Task(s) (10-15 minutes) • To scaffold the speaking and give ss a chance to be ready for it. To provide an opportunity to practice speaking for fluency.

- Ask Ss. to look at exercise 1 again and choose an activity that like to do. -Ask Ss. to use the set of questions and useful language prompts to guide them. -Give Ss. 5 minutes to take notes and prepare what they are going to say in the speaking task. - Tell ss they are going to interview each other. - Divide the class into A and B. -Ask Ss. to start expressing their ideas freely. -Monitor the ss. while their speaking. -Assign 5 minutes for the first round. -Stop the activity and ask ss to swap roles. -Assign 5 minutes for the second round.

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

- Stop the activity and ask the whole class this question ‘Do both of you agree on the same activity?’. Listen to their answers for a minute. -Write two good examples of their language on the board; praise them. -Write 2 or 3 (maybe more if time allows) faulty sentences on the board. Elicit and correct their errors.