Competent Level IELTS Speaking Lesson plan

Name of Zhengzhou Zeyuan Class mode In-Person

School
Candidate Shifeng Song Date March 3rd, 2024
name
Lesson 40 minutes Level Band 5-5.5
length

Information about the class

This session is tailored for a varied group of 15 college students, each preparing for the
IELTS examination. They have an intermediate command of English and are familiar with
the format of the IELTS speaking section. Many are enthusiastic about practicing English
speaking, though some might feel less confident about their speaking skills. Overall, these
learners have actively pursued English improvement, focusing on enhancing their listening,
reading, and analytical skills. The aim is to increase their confidence and proficiency in
using their language skills to tackle the types of questions found in the IELTS speaking
section.

Lesson aim(s)
Primary Objective:
To enhance students' spoken fluency and coherence in Part 3 of the speaking section.

Secondary Objective:
To refine pronunciation, expand vocabulary, and improve grammatical precision and variety.

Individual Goal:
To actively involve every student in the learning process throughout the lesson.

Lesson outcome(s)
• Upon conclusion of this lesson, students will be equipped to:
• - Engage in articulate and fluid discussions on abstract topics for up to 2 minutes, as required
in Part 3 of the IELTS speaking test.
• - Approach Part 3 of the IELTS speaking test with increased confidence and a sense of
preparedness.
• - Employ an enriched vocabulary and show improved command over grammatical
frameworks.
• - Implement effective planning and critical thinking strategies to enhance their responses in
Part 3.

Language analysis (for lessons which include teaching vocabulary and grammar)
Form Meaning Pronunciation
 Review of past simple and past
continuous for describing
events, and use of comparative
and superlative adjectives for
description.
Focus on using a range of
vocabulary to describe people,
including personality traits,
appearances, and actions.
Emphasis on intonation
patterns when describing
experiences or telling stories,
and the correct stress in
descriptive vocabulary.

Materials (referenced)
- IELTS Speaking Part 3 sample question prompts.
- Timer or stopwatch for time management.
- Recording device (optional) for playback and feedback.
- Handouts featuring Part 3 response techniques and strategies.
- Compilation of complex adjectives, adverbs, and discourse markers suitable for advanced
discussion.

Assumptions
 - Students possess an understanding of various tenses and the ability to use descriptive
language effectively.
 - They are adept at articulating opinions and employing transitional phrases.
 - They have a foundational knowledge of English and are acquainted with the IELTS
Speaking Part 3 requirements.
 - A majority of the students are enthusiastic about engaging in English conversation.
 - A few students, especially among the female participants, may exhibit lower levels of
confidence.
 - The students have shown a keen interest in speaking, writing, and expanding their
vocabulary.

Anticipated difficulties Solutions

Uneven participation in speaking activities,
with some students dominating
discussions.
Difficulty in applying theoretical
knowledge to practical speaking exercises
in Part 3 of the IELTS.
Rotate speaking roles and implement structured
turn-taking to ensure equal participation
opportunities for all students.
Incorporate scenario-based practice sessions that
closely mimic the IELTS Part 3 format, allowing
students to apply their knowledge in a controlled,
yet realistic setting.

• Difficulty in applying theoretical
knowledge to practical speaking exercises
in Part 3 of the IELTS.
• Resistance to speaking in front of
the class due to fear of making mistakes.
Limited exposure to a variety of
accents and speaking styles in English,
which can impact comprehension and
response strategies in Part 3.
Incorporate scenario-based practice sessions
that closely mimic the IELTS Part 3 format,
allowing students to apply their knowledge in a
controlled, yet realistic setting.
• Create a supportive classroom
environment that celebrates mistakes as learning
opportunities and conducts some activities in
smaller, less intimidating groups.
• Utilize audio and video materials featuring a
range of English accents and idiomatic expressions
to familiarize students with the diversity of English
speakers they might encounter.
Stage Stage aim Procedure Interaction Time
To familirize
students with Teacher-
Warm-up 1. Initiate a conversation on the structure and expectations of the IELTS Speaking test.
IELTS Students 5 min
speaking test 2. Solicit students’ previous experiences or apprehensions regarding the test.
environment
To present and
explain the 1. Display a sample Part 2 task card via OHP or handout.
format of Part 2. Highlight key points students need to cover (who, what, where, when, why). Teacher-
Presentation
2 of the IELTS 3. Explain the importance of taking 1 minute to plan using the bullet points on the card. Students 10min
speaking test 4. Demonstrate how to start speaking, structuring the talk, and how to conclude.

1. Divide the class into pairs; each student gets a different task card.
To practice
2. Students take turns being the speaker and the listener. The speaker practices speaking for 2
speaking for 2 Student-
Controlled minutes, while the listener times and offers feedback based on a checklist (fluency, coherence,
minutes in a Student 15min
Practice vocabulary, grammar).
controlled
3. Rotate so each student gets to speak at least twice.
environment
To provide To simulate a more realistic Part 2 speaking scenario
feedback and Procedure
Feedback and
practice 1. Regroup and discuss common difficulties encountered during the practice. Teacher-
Pronunciation 5min
pronunciation 2. Highlight and practice pronunciation of tricky vocabulary from the session. Students
Drill
Procedure 3. Conduct a pronunciation drill focusing on intonation patterns and stress.

To simulate a 1. Each student selects a new task card at random.

more realistic 2. Students prepare for 1 minute, then record their 2-minute response using a smartphone or other
Part 2 speaking recording device. Student-
Free Practice 5min
scenario 3. Students listen to their recordings and self-reflect on their performance, identifying one area for Self
Procedure improvement.
Homework/Extension: Students are assigned to prepare a 2-minute talk on a new Part 2 topic, recording their performance for review in the next class. They
should focus on using a wider range of vocabulary and improving grammatical accuracy based on today's feedback.

Reflection: After the lesson, reflect on which strategies worked best for engaging all students and whether the anticipated difficulties were adequately addressed.
Consider adjustments for future lessons to better meet the needs of less confident students or to challenge those at higher ability levels more effectively.