Speaking skills lesson plan for young learners

Lesson aim To improve speaking skills by planning a

trip to the zoo
Lesson structure Skills: Speaking
Level Intermediate
Duration 60 minutes
Age of learners Young Learners
Group size 3-12 learners / 3-6 learners (online)

Timing Stage Name Procedure Stage aim Interaction

(mins)
5 Lead-in T explains to ss that today they are going to think about going to the zoo. In twos, ss To introduce the topic of T-Ss
have two minutes to think of as many zoo animals as possible. For online classes, use animals/ the zoo S-s
breakout rooms. Ss-T
To get ss thinking about
Feedback as a class. T writes the animal names on the (virtual) whiteboard. the vocabulary

10 Pre-speaking T shows class a zoo map and elicits what it is. T explains that they are going to plan a To provide ss with the T-Ss
trip to the zoo and the itinerary. In pairs (breakout rooms), ss come up with some opportunity to set up the S-S
important categories that they will need to plan and discuss why. task Ss-T
Example categories:
 Time
 Date
 Animals
 Special tours
 Lunch
 Number of visitors
 Location

Feedback as a class and decide which ones the groups will use to plan their visit.
20 While: Using a zoo map, ss plan an itinerary together making notes. This can be done in pairs To provide ss with S-S
Speaking or small groups (using breakout rooms). Ss must discuss each category mentioned in fluency practice T-Ss
Practice the previous section and think about: Ss-T
 What each stage will involve
 How to carry out each stage successfully
 Potential issues they could face
 How to solve the issues
 Anything else that comes to mind (e.g. special considerations like disabled
access)

T monitors by walking round the class (or entering breakout rooms), listens to ss, and
helps with language where necessary. The T should note down any example of mistakes
or errors they hear but don’t correct them at this stage.

15 While: T explains to ss that they are going to change partners and ask their partners questions To provide ss with S-S
Further about their itineraries. Ss should listen to their partner and ask follow up questions about another opportunity for
Speaking their partner’s plans. When this is finished, the other partner tells them about their plans. fluency practice.
Practice
T monitors and makes notes for feedback. At the end, do group feedback as a class and
have one person describe their partner’s plans (not their own). Make sure there’s at least
a few minutes for each group.

10 Post: Using the errors the T wrote down in the While Speaking stage, the T writes some of To allow ss to think T-Ss
Speaking these errors on the board and asks the classroom for feedback on how to correct them. about their errors and Ss-T
feedback As a group, try to correct the phrases. correct them

Ss asks T any questions they have.