Name: • 03 Aug 2020 • CELTA - Explore Speaking TP3

Description
This lesson uses listening skills practice to create a context to Explore speaking in regards to asking for clarification.

Main Aims
To provide accuracy speaking practice in Conversation Practice within the context of giving opinion and asking for clarification as well as asking for clarity with a context around
technology and internet usage.

Sub Aims
To provide inference listening practice using a Conversation about a mans day in the context of A man discussing his day with his colleague, a stranger and a friend

Background

Class Profile
Ss are an intermediate class with a wide range of level and ability ranging from Ss willing and able to participate fully in activities, whilst some Ss display a weakness in simple use of "he /
she" and difficulty with pronunciation of spoken language as well as understanding instructions.
Ss are 3 lessons into their course and are showing some progress in regarsd to their team dynamics and understanding of Instructions Ss appear to attend to tasks and follow instructions
with the need for less repertition.

Assumptions
The Ss should be able to form opinions and be able to offer or ask for clarity, they have had the opportunity in previous lessons to offer their opinion on technology, news and media
outlets as well as TV programs that they watch. Ss while listening should be able to use their interfrence skills to deduct the information between the man and his three conversations and
apply this to their speaking practice.

Personal Aims
In this lesson I intend to develop providing clear instructions and using the lesson to ensure that I concept check students understanding of more complex words.
I will try to icorporate drilling into my lesson something which I am unsure about thus feel I need to practice more.

Timetable Fit
45 Minuets is allocated for the lesson, I will try to ensure that I get to the main aim of the lesson to encourage Ss can practice as much as possible.

Anticipated Problems & Solutions

As I have a lot of content suggested to get through in the lesson I may not provide enough time on the actual main aim of speaking in the lesson.
Solution Try to remain mindful its a speaking lesson and encourage as much speaking practice as possible once the Ss are familiar with the target language.
Drilling is something I struggle with and dont feel confident with so when I do a drilling session because I am not confident may make a mistake in my drilling practice.
Solution remember the mnemonic E,C, D, W (Elicit, Concept check, Drill, write) when drilling and try to relax and plan my phrases or words I am going to drill beforehand.

Materials
Projected Questions / topics (My own resource adapted English Unlimited Intermediate Ss Bk Explore Speaking P20)
Sentence Cards (My own resource adapted English Unlimited Intermediate Ss Bk Explore Speaking P20)
A4 Paper
white Board
Listening transcript (English Unlimited Intermediate Ss Bk Explore Speaking P20)
 Listening track 1.17 (English Unlimited Intermediate Ss Bk Explore Speaking P20 )
Materials
Photos / picturess (Google Images)

Please see the following page for the lesson procedure

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Name: • 03 Aug 2020 • CELTA - Explore Speaking TP3

Interaction
Stage Procedure Materials Time Comment
Pattern
Lead-in Ss in groups are handed copies of pictures / photos
To set lesson context and Ss discuss in their groups to find out what the pictures are trying to say / mean
Ss-Ss,
engage students Elicit clarification from Ss Photos /
Ss-T, T- 3-5
CCQ's: Do the people understand what is being said in the photo? Do they need to do picturess
WG
something to understand what is going on? What do they need to do? When they ask the
questions what happens? we are now more ...? Clear we have...? Clarity

Listening Ss listen to Track 1.17

To prepare students for Write on the board: a Frend, a colleague, a starnger
the target language and Ss then have to decide in each conversation is he talking to:
make it accessible Ss Check in their pairs discuss if they agree.(1 Min)
Ss then listen Again to find out what each converstaion is about.:
Ss then discuss together to compare answers (2 Min)
Ss are then given the Text to quickly read and discuss in pairs check if they are correct.
WG Feed back concept check:
Listening track
Which one was Eric speaking with the starnger? Ss-Ss,
1.17, Listening
What was the conversation about? Ss-T, T- 10 - 12
transcript, white
What was the problem? , was there a problem with the ticket? what was the problem with WG
Board
the train?
Whuch one was Eric speaking to a friend?
What was the conversation about?
Is he telling his friend about someone he met?
How did he get to know this person?
Which conversation is about talking to a colleugue?
where was the problem? was it at Erics house?
What was the problem his colleugue was talking about?

Finding the Target Ss examine transcripts further looking at the highlighted text (Individual)
language in the text Exercise 2 a & b
To provide students with Ss indicate which part of the highlighted text relates to:
specific information and 1 Asking for clarification
Listening Ss-Ss,
setting target language 2 Clarify what they are saying
transcript, white Ss-T, T- 10 - 12
tasks Group's of 4-6 Check
Board, A4 Paper WG, GW
As a group (4-6) Ss then seperate the statements in the box into group 1 or 2 (as above)
(on a piece of A4 Paper)
Fb The two columns drawn on the board random groups are chosen to write a sentence in
the correct column.

Stage
Target language drilling
To provide students with
the opportunity to have
Target language modeled
and to practice through
drilling.
Controlled practice -
Role play
To provide students with
the opportunity to practice
the target language in a
controlled way
Semi controled practice
To provide students with
the opportunity to practice
the target language in a
less controlled way
Free Practice
To provide students with
the opportunity to practice
the target language
Created with English Lesson Planner © www.englishlessonplanner.com
Interaction
Procedure Materials Time Comment
Pattern
Ss are modeled the following statements using (E.C.D.W) backwards drilling:
What I meant to say....
What exactly do you mean....
so you're saying...
No I was trying to say...
Sentence relay to practice ... sentence above put on cards
In 2 teams Ss line up the person at the back end reads in a whisper one of the sentences white Board,
to the next in line this gets passed from person to person until the last person writes the 14 - 16
Sentence Cards
sentence on the board. the person at the front then runs to the back and it starts again. (to
practice pronunciation and target language in a fun way).
The winning team is the team with all their sentences written on the board.
In Pairs Ss choose one of the conversations to practice each taking on one of the
speakers roles.
PW, SS-
Ss then practice again swapping roles but changing some of the highlighted words with Listening
T, T-SS, 8 - 10
the sentences / statements they drilled and used in the game earlier. transcript
WG
FB. Ask random Ss which highlighted statements did they substitute for what new
sentence.
Individually Ss chose on of the sentence topics / questions (Projected / written on the
board)
Ss make notes in preperation for practice
white Board,
Ss to consider their opinions on their chosen question/topic
Projected
Ss then practice a conversation telling their partner their opinion on the topic / question -
Questions /
their partner then listens and asks for clarity using the learnt language
topics
Ss clarify their language
SS then swap roles in their discussion
Fb From distant monitoring Point out some errors and good examples.
Ss change partners
Ss choose another question or topic and prepare their opinions on the topic
white Board,
Ss then take in turns to discuss/ give their opinion as before Ss ask for and provide clarity,
Projected
then Ss mingle around the room talkning to a different partner every 40 secs (40 seconds -
Questions /
will be sounded by the teacher clapping their hands)
topics
FB following discrete monitioring good examples and improvement ideas are provided on
the board.