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LESSON PLAN

Department: English
Course: English for IELTS

Date: 19/02/2018 Tutors: Duration: 2 hours


Lindsey Cottle
Topic:
IELTS Speaking part 3

Aims:
 Ensure effective application previously learned language for speaking part 3
 Develop awareness of part 3 questions and topics
 Develop fluency and accuracy
 Provide support and error correction

Learning Outcomes: The learner will be able to:


 Consider contrasting arguments and apply critical thinking skills
 Identify the key requirements for language and type of response needed in part 3 speaking
 Understand grading criteria related to IELTS speaking part 3

Time Teaching and Learning Activities/Assessment Reference/Resources


.
Whiteboard & pens
5 mins Introduction
▸ Take any student homework
▸ Show students plan for today’s lesson
▸ Ask students what we did last lesson
▸ Ask students what is required for part 3 speaking
3 mins
Individual Activity - Tutor to elicit linked to the language needed
 Generalising
 Structure of answering an IELTS question

.
IELTS part 3 in practice

Phrases for giving


Giving Examples – point students to the need to give examples, elicit what examples practice
5-10 mins linking words/expressions we can use for this. Demonstrate the game with game
one of the students as a whole class. Put students into pairs/threes. (usingenglish.com)

15-20 Group Activity - Explain board game, elicit meaning and board words which
mins might be unclear (e.g. vivisection) Board Game
(photocopiables
Discuss and agree on main points straightforward UI)

Tutor to observe and monitor during this time

Review, any questions which were difficult/ interesting


15-20 Discuss grading criteria with students Simplified grading
mins criteria form
Give students self assessment sheets, have them work in pairs and do a
complete part 3 each. They then assess themselves and discuss their
assessment with a partner, e.g. which things they are good/bad at and how
they can improve. Are there any similarities with each other or do they have
different strengths/weaknesses?

Listening script, test,


25 mins Part 4 listening and audio files

Discuss part 4 listening, why it is difficult, how we can follow a long talk

Give students a list of signposting examples. Ask them to mark ones which
they could use in speaking.

Give students a script, and have them mark/highlight the signposting


language – listen and find the answers. Did the signposting help?

Do another listening. Pause at each point a signpost is used by the speaker,


to help s’s stay on track.

One final complete part 4 listening and check answers if time.

Conclusion/Consolidation/Review:

Ask students the main things to remember for part 3 speaking and part 4
listening
Remind students about homework

Conclusion/Consolidation/Review:

15 mins Recording and analysing the observation evidence for centre quality Example of UCLan
management lesson observation
Activity - what can we do / identify with this information? Work in groups to table
evaluate and make recommendations

Finally…. Write one positive and one negative impact statement to evaluate Evaluation sheet
this session

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