Alondra Tovar Alondra Tovar

TP5 SPEAKING LESSON
B2 level

Materials

Main Aims

  • To introduce and provide practice of speaking (for fluency) about dinner parties

Subsidiary Aims

  • To provide practice of dinner parties in the context of agreeing on something, supporting ideas, etc
  • To provide gist listening practice using a text about choosing famous people that you would love to invite to a dinner in the context of give reasonings to support your ideas
  • To provide practice of language used for expressing and supporting ideas

Procedure

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

T screen shares an image of a dinner table with famous characters (Jamboard). T asks Ss if they can identify all the characters. T writes down the name that Ss say (just in case they guess correctly). T writes the rest of the characters (only if ss don't know the answer) T makes Ss think about what is happening in the picture by asking questions. 1. What do you think all the characters have in common? 2. What do you think is happening in the picture?

MODEL (3-4 minutes) • To provide a model of production expected in coming tasks through listening

T explained that she would play an audio about six people discussing who they would like to invite for dinner. T tells Ss to pay attention and make notes (while the audio is playing) about who is mentioned in the audio and the speaker's reasoning for choosing them. T plays audio once. T asks Ss about their answers as an open class discussion.

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

PART 1 T screen shares a slide with five functional language sentences about dinner parties (CANVA). T asks one s to read the sentences. T shows second slide with the same sentences but with some pronunciation notes. T explains the corect prounuciation. T makes Ss drill chorally. PART 2 T screenshares a picture of a big dinner table. T gives Ss task Instructions. "Imagine you need to fill all those empty seats for your dinner, make a list of possible guests, make notes of who they are/were, and why you would like to invite them." Ss work individually. (8 min)

Productive Task (18-20 minutes) • To provide an opportunity to practice target productive skills (Speaking)

T gives task instructions. "Compare your lists with your peers, and then choose the best ten guests from the different lists. Try to include a fair balance of areas of interest, historical periods, men and women, and nationalities. You'll need to use the sentences that we saw in the <useful language> section". T gives a time limit for the activity. T puts Ss into breakout rooms in groups. T monitors.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T makes notes about mistakes that Ss make during the group productive task. (In a whiteboard). T also notes good use of the TL, grammar & lexis. T screenshares the whiteboard and asks Ss to identify if there is a mistake. T writes down/corrects the sentences that Ss select. T shows all the errors in the sentences (in case ss missed identifying some) . If there is a pronunciation mistake, T makes Ss drill the correct pronunciation chorally (and individually if possible).

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