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Bindu Grover's
Conversation skills
lesson plan
- 2
vid7

Lesson procedure

1. Warmer - To introduce the topic of the lesson.
Pairs - 4 mins
T writes on board some words connected with a childhood memories:
1. Fun, school, elder sister, Miss B, skipping rope, break time, hopscotch.
2. Friend, love, together, Chapel
3. Work, busy, hospital, mum, separation
T helps students with vocabulary and in pairs students predict the stories.

2. Listening to the teacher - To provide an example of a memory.
Whole class - 5 mins
T tells the anecdotes of her memories and students listen, ask questions and check their predictions about the story. T asks students how they think she felt during the different stages of her life.

3. Preparation for speaking - To give time to plan sharing a memory.
Whole class / individually - 5 mins
T writes on board: when; where; who; what happened; consequence. T then provides a variety of contexts as to where the anecdote could come from (Classroom, playground, play dates, school trips etc).
Together as a whole class they prepare a rubric to access about sharing a memory.
Students think of a memory, they have a few minutes to plan, make notes about what they're going to say. T monitors and helps students with vocabulary and ideas.

4. Speaking - To practice sharing a memory.
Pairs - 5 mins
Students take turns to tell each other their memories. Partners listen and respond.

5. Self-analysis - To focus on how students showed interest and coped with problems when telling their anecdote.
Individually / pairs - 4 mins
Students answer self-analysis questions about how they showed interest in their partner's story and how they coped when they found it hard to tell their own story, and then share their answers with their partner.

6. Pre - listening - To help students predict the content of a visual text.
Pairs - 4 mins
Students look at pictures about the visual text and some key content words and try to predict the story of the visual text.

7. Introducing the visual text:
Watching the video - To check predictions about the story.
Whole class / pairs - 6 mins
Students watch the short film The Piano by Aidan Gibbons.
T instructs the students to look for the four main parts of the story in the video.
T divides the class into pairs and each pair talks about one of the identified stages of the life of the pianist and students share their opinions of the visual text.
Teacher plays the video.

8. Sharing information - To pass on what students noticed to the other half of the class.
Pairs – 8 mins
T re-organises students to work with a new partner and share what they noticed for their stage. Students change partners till they get information for each stage.

9. Controlled practice (task sheet) - To give controlled practice of the phrases used.
Whole class - 5 mins
After watching different sections, select certain key words and place them in a 'zone'- the 'bull's-eye' representing the zone for words that perfectly describe the feelings created by the film, the 'inner ring' for words which closely match, the 'outer ring' for those which slightly or partially match, and the area outside the target for those words that aren't considered relevant.
Teacher provides students with the feelings phrases and asks students to arrange them in the zone of relevance for each stage in the video.

10. 2nd controlled practice - To give further controlled practice.
Whole class - 3 mins
Students repeat the task but this time with another stage with a partner from another pair. They give explanation for their choice of expressions and feelings for a particular stage.

11. Preparation for 2nd speaking - To refresh memories about students' own memories keeping in mind the expression of feelings they've reviewed.
Individually - 2 mins
Students re-think of their own anecdote and any ways to improve it.

12. 2nd speaking - To retell students' anecdotes and pay attention to features of conversation.
Groups of 3
8 mins
Students form groups of 3 and retell their memories, when one person telling, a 2nd listening and showing interest, while the third person assesses them as per the rubric created: phrases to express feelings and listeners' role to help others when speaking are taken care of.
Students switch roles…

13. Feedback on activities - To give students a chance to evaluate their performance.
Individually / pairs - 4 mins
To raise awareness of features of conversation.
T asks students a few questions like:
• Who was speaking most?
• What did the other speaker do when the main speaker paused?
• Did the speaker use any 'set phrases' or 'fillers' to help organise speech and gain thinking time?
Students answer self-evaluation questions about the comparison between their 1st and 2nd speaking turn, how or whether they used the phrases to share their memories and what they thought about the usefulness of the lesson.

To part 3 of the lesson plan - the procedure

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