Part 1.

Lesson Preparation

I am well familiar with teaching stages & techniques used for fostering speaking in class. However, the
teacher role is crucial to the effectiveness of any activity. Work is best done in conjunction with another type of
activity e.g. vocabulary, listening or labelling pictures with the appropriate vocabulary. Warm-up leads to a
conversation that may be modelled later in class. Beginning with introducing the topic through a listening
exercise followed by a discussion turning it gradually into one on one discussion.

Phase 1
The core focus and the key point of my lesson is on maintaining interaction and meaning. The focus of
the conversation is primarily on the meaning of the message maintaining social reaction, complementing the
coming up knowledge. The complementing and supporting activities during the preparation phase of my lesson
are: ranking examples, clarification of values and meaning. Brainstorming is carried out in two steps, presenting
positives and negatives and vice versa.
For example:
Q: What do you think about going to a disco alone? a) must b) must not, it can be dangerous
Phase 2
Planned activities concern usually simulations and role plays enabling students to become aware with practical
functionality. Review vocabulary, real world knowledge and issues related to the context and content of
student’s role. Modelling and eliciting by demonstrating the stages that are typically involved in the example,
provoking how each stage can be carried out by teaching the functional language needed for each stage. For
example: What do traffic lights colours indicate?
Phase 3
Mainly exercising activities like-speaking-writing-listening and comprehension allow students to review the
vocabulary while solving the assigned role. Group exchange, students prepare a short piece of advice ref. to the
topic, split into groups and learn to take statements while discussing them.
To conclude, since there are many unspoken rules which are culturally, socially etc. bound teaching
might be challenging sometimes, but using embedded examples in naturalistic dialogs can serve to model
behavioural & social features.