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Discourse Analysis, Advanced Learners and the CPE Exam by Alex Case
Lesson Plan

Outline: Students practice Part Two of the speaking paper by guessing what book various extracts might have come from. Before the task, the language of hypothesising and talking about fiction are presented and practiced. If possible, students are given the chance to take the books home.

Materials: Extracts from CPE exam- Speaking Part Two; extracts from a different novels and the novels themselves - one per student; table

1. Intro to speaking exam part 2 - Introduce aim of lesson and relevance to exam
5 mins

a) Re-cap on format of Speaking Part One (describing/ discussing pictures)
b) Elicit what part 2 consists of (talking about where a text might have come from)
c) Give out one example, to illustrate/continue elicitation 'What do you think the question could be?'

2. Brainstorm language of hypothesising - Input of necessary language for this (and all other) part of spoken exam and later stages of lesson

10 mins

a) Write up. 'It's from a 1970's horror story'. Ask if this is an OK sentence for this part of the exam. Elicit idea that stds can only form hypotheses. Elicit one adverb, modal verb and sentence stem and write on board.
b) Students brainstorm adverbs/ modal verbs/ sentence stems for hypothesising in pairs. Feedback as whole class.
c) Ask stds how expressions could be combined to be expressions vaguer. Class try to make longest, vaguest sentence possible. Drill round class.

3. Exam task - Controlled practice of input

5 mins

a) stds perform task in pairs or threes. Monitor for use of language/ general achievement of task.
b) Feedback on task achievement only

4. Class brainstorm - Input of vocab needed for task below and later in course to discuss set textAlso provides a model for talking about other genres

5 mins

a) Introduce next task, 'we'll be looking at pieces of fiction only today' and brainstorm as class vocab to describe fiction

5. Pages from fiction - Free, extended practice of language in 2 above. Students tackle a more difficult task than in the exam to stretch their language use. Change of dynamic

5/5/5/5/5 mins

a) Introduce the task- read this page extracted from a piece of fiction thinking about where it might have been taken from - tch takes language of hypothesis off board
b) stds read quickly. Teacher monitors that stds skimming quickly.
c) In pairs stds discuss and find similarities and differences between their extracts/ supposed books
d) In same pairs, stds look at a book cover given to them by T and discuss if it could be either of theirs. T moves table to centre of class.
e) T takes back all books and whole class look at book covers (no opening books!) and try to find theirs.
f) Still standing, students discuss which they think it is and why
g) Open book and check

6. Error correction

5 mins

a) tch writes up incorrect uses of language collected during lesson on board, esp. misuse of input language.

7. Discussion - Encouragement and guidance of student reading outside class

5 mins

a) Class discuss which of these books they might like to read/ would recommend. Tell stds all the books used in lesson can be taken home if they want to. Discussion expands and continues after observed period.

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