Competent Level IELTS Speaking Lesson plan

Name of Overseas Education College of Jimei Class mode In-person

School University
Teacher Huang Wanfang Date 2/28/2024
name
Lesson 45 min Level Intermediate
length

Information about the class

The class consists of 23 freshmen with mixed ability, who are preparing for the
IELTS exam. The students have a basic understanding of English and are familiar
with the format of the IELTS speaking test. Most of them might lack confidence in
speaking in English.

Lesson aim(s)
By the end of this lesson:
To enhance Students’ fluency and coherence in IELTS Speaking test task 1.
To develop students’ ability to speak at length without pause, hesitation, and self-correction.
To familiarize students with effective use of given frameworks to improve the flow and
organization of their speech.

Rationale
Many students have difficulties in speaking fluently and coherently in Part 1 of the IELTS
Speaking test.
Developing fluency and coherence is essential for achieving a high band score in the Speaking
test. By improving these skills, students will be able to speak at length and organize their ideas
effectively.
Linking devices and signposts are useful tools that can help connect ideas and guide the
listener. However, students often do not utilize these tools sufficiently in their responses.
Familiarizing them with linguistic devices to improve speech flow and structure will be highly
valuable.
Language analysis (for lessons which include teaching vocabulary and grammar)
Form Meaning Pronunciation
was/were born 出生于 /ɔ:/
Pets:cats/fish/turtle
Hobbies: collect comic
books/play video games/ Vocabularies for discussing
watch cartoon childhood memories
Places: amusement
park/beach/playground /i:/
Possessions: stickers/teddy
bear/toy cars
 but help connect ideas and guide
the listener

because help connect ideas and guide /ɔ:/

the listener

Materials (referenced)
PPT
Worksheets
Video clips.
Pictures
Blackboard
Flash cards

Assumptions
Students are familiar with the topic and willing to talk.
The classroom is large enough for students to do role-play.
Anticipated difficulties Solutions

Too many unfamiliar words Pre-teach essential words to unblock

Odd number students Turn the last pair into a group of 3

The seats are fixed in the classroom Do role-play in the front of the classroom
 Tim
Stage (What) Stage aim (Why) Procedure (How) Interaction
e
T asks students to watch a speaking
To set students in video clip say if this is a good
Warmer the mood of active answer S-T 2
learning T plays the video once
Ss watch and answer questions.
T shows the pic of IELTS speaking
To briefly
scoring rubrics and elicit the
Lead-in introduce what this S-T 3
importance of pronunciation in
lesson will cover
scoring.
T shows Ss scoring rubrics for
pronunciation (4-6-8)
Awareness
To draw attention T asks students to work in pair to
Raising S-T
and generate categorize. 2
-Attention S-S
interest Ss discuss in pairs
T elicit the concept of pronunciation
features.
T reads a sample answer normal
speed and manner.
Ss take notes and discuss in pair to
reconstruct the answer.
T displays the answers
S-T
T asks Ss to listen to the answer
-Noticing To notice the gap S-S 3
again and notice pronunciation.
Individual
T reads the sample answer again
without proper linking.
Ss take notes on the transcript
individually.

T asks students to compare and

discuss in pairs
S works in pairs
To understand the
T monitors and take notes. S-S
-Understanding general rule, 5
T elicit the concept of linking T-S
principle or pattern
T displays general rules for linking:
CV,CC,VV

Appropriation To build accuracy T divides students in pairs by even S-S 5

-controlled and confidence in and odd numbers T-S
Practice using the TL T gives out worksheets. Individually
Alternatively, T shows the work
sheets
 Ss do the decoding and matching
individually.
T monitors and take notes
T checks answers
T asks Ss call out the words when
they see the pic in the flashcard
T divides students into pairs
(Student A and B).
T asks students to read the transcript
individually and underline where
To give students linking is needed.
-Practiced
more control of the T asks A to read and B listen and 5
Control
TL notes down linking on the transcript
and then take turns.
Ss works in pairs
T monitors and takes notes.

T asks students to work in pairs to

play the role of examiner and
candidate in turn.
E asks IELTS style questions on a
To develop
friend they met and using the check
students’ fluency
Autonomy list to assess pronunciation with a
and confidence in 5
-Freer Practice focus on linking.
using the TL on
C answers the questions using
their own.
phrases from the worksheets.
T monitors and take notes.
T gives feedback on contribution
and areas for improvements.
- Recap the main learning points
Review key
of the lesson.
points and
- Give feedback on performance
provide an
and effort
Wrap-up opportunity for
- Do a delayed error correction to
students to ask
improve language.
questions.
- Provide encouragement and
positive reinforcement.

To consolidate
Homework
learning
-Practice
To prepare
-Preparation
students for next
-Extension
lesson
To further practice
what they’ve
learned and go
beyond.