Lesson plan of Speaking Activities

Objectives (5 - 10 minutes)

1. Develop oral communication skills in English: The teacher will guide students to express themselves in English in a clear and concise manner, encouraging the use of the language throughout the lesson.

2. Introduce and practice the use of idioms: The teacher will introduce English idioms, explaining their meaning and context of use. Students will be encouraged to use them during speaking activities.

3. Promote fluency in English: Through conversation exercises, students will be encouraged to speak in English fluently, thus developing their speaking skills.

Secondary objectives:

• Promote interaction in English in the classroom: Students will be encouraged to interact with each other in English, applying what they have learned and thus strengthening their oral communication skills.

• Develop confidence in speaking English: The welcoming and encouraging learning environment created by the teacher will help students feel confident in speaking in English, overcoming possible inhibitions.

Introduction (10 - 15 minutes)

1. Content Review: The teacher should start the class by briefly reviewing the content covered in previous classes, focusing on vocabulary and grammar that are relevant to the speaking activities that will be carried out. This review can be done through a quick quiz, where students are encouraged to answer in English. (3 - 5 minutes)

2. Problem Statement: Then, the teacher should present two problem statements that will arouse students' interest and curiosity. For example, he could introduce a story in which a character needs to communicate effectively in English to solve a problem, or he could propose a fictitious scenario in which students are placed in a situation of total immersion in an English-speaking country, where speaking skills are essential. (3 - 5 minutes)

3. Contextualization: The teacher should then contextualize the importance of the lesson topic, explaining how English speaking skills are crucial for effective communication in different contexts, such as travel, international business, study abroad, among others. The teacher can also mention how fluency in speaking can increase employment opportunities and improve networking. (2 - 3 minutes)

4. Attention grabber: To gain students' attention, the teacher can share curiosities about the English language. For example, he could explain that English is the third most spoken language in the world, that many words in other languages are of English origin, or that English is the language of science, aviation, tourism, and diplomacy. In addition, the teacher can introduce a video or song in English related to the lesson topic. (2 - 3 minutes)

Development (20 - 25 minutes)

1. "Idioms in a Bag" Activity: The teacher will divide the students into groups of 4 to 5 people and distribute a "bag" (a box or large bag) to each group. Inside the bag, there will be cards containing different English idioms, each with its meaning. The aim of the game is for the students, one at a time, to pick a card from the bag without looking and try to explain the idiom to the rest of the group without saying the idiom itself or using words from their native language. The group that correctly guesses the idiom wins a point. The game continues until all cards in the bag have been used. At the end, the teacher will review the idioms with the class, reinforcing their meaning and context of use. (10 - 12 minutes)

   • Resources required: Bags (boxes or large bags), cards with English idioms.

2. "Cultural Debate" Activity: Still in groups, students will participate in an informal debate on a cultural topic in English. The teacher will provide the groups with a set of cards, each containing a different cultural topic (eg food, music, sports, traditions, etc.). Each group will choose a card and have 5 minutes to discuss the topic in English, using the idioms learned during the previous activity. After the debate, each group will briefly present what they discussed to the class. The teacher will encourage interaction between the groups, allowing them to ask each other questions at the end of the presentations. (8 - 10 minutes)

   • Resources required: Cards with cultural topics.

3. "Travel Scenario" Activity: The teacher will propose a travel scenario in which students are placed in situations that require English speaking skills. For example, one student could be the "tourist" and another the "hotel receptionist", and they would have to make a hotel reservation in English. Or one student could be the "customer" and another the "waiter", and they would have to place an order at a restaurant. The teacher will provide students with a script with the phrases and expressions they should use during the scenario. After performing the scenarios, the teacher and the class will review, discussing what was done well and what could be improved. (5 - 7 minutes)

   • Resources required: Scripts for travel scenarios.

At the end of the Development, students will have had the opportunity to practice speaking English in a playful and contextualized way, developing their oral communication skills and confidence in using the language.

Feedback (10 - 15 minutes)

1. Group Discussion: The teacher should start a group discussion, where each team shares their solutions or conclusions about the activities carried out. This is a time for students to express themselves freely and share their experiences and insights on what they have learned. The teacher can ask targeted questions to stimulate discussion and ensure that all important points are covered. (5 - 7 minutes)

2. Connection to Theory: After the discussion, the teacher should make the connection between the practical activities and the theory. He can review the idioms used during the activities, explaining their meanings and contexts of use again. In addition, the teacher can highlight the grammatical structures and vocabulary that were reinforced during the activities. This stage is important to consolidate learning and ensure that students understand the practical application of what they have learned. (2 - 3 minutes)

3. Individual Reflection: The teacher should then propose that students reflect individually on what they have learned. He can do this through questions such as:

   1. "What was the most important concept you learned today?"
   2. "What questions are still unanswered?"
   3. "How can you apply what you have learned in real situations?"

   Students should have a minute to think about their answers. Then, those who feel comfortable can share their thoughts with the class. The teacher should encourage all students to participate, creating an environment of respect and appreciation for all contributions. (2 - 3 minutes)

4. Teacher Feedback: Finally, the teacher should provide feedback to the students. He can praise their effort and participation, highlighting strengths and areas that need improvement. In addition, the teacher can suggest additional exercises or activities so that students can continue practicing and improving their English speaking skills. (1 - 2 minutes)

At the end of the Feedback stage, students should have a clear understanding of what they have learned, feel confident in applying what they have learned in real situations and be motivated to continue learning.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation: The teacher should begin the Conclusion by recapitulating the main points covered during the lesson. He can, for example, recall the idioms that were learned and practiced, the cultural topics discussed, and the travel scenarios that were simulated. The aim is to consolidate learning and ensure that students have understood the fundamental concepts. (2 - 3 minutes)

2. Theory-Practice Connection: Next, the teacher should explain how the lesson connected theory to practice. He can, for example, mention how the "Idioms in a Bag" activity allowed students to see the idioms in context, or how the cultural debate and travel scenarios provided real opportunities to practice English speaking skills. This stage is crucial for students to realize the relevance and practical application of what they have learned. (1 - 2 minutes)

3. Extra Materials: The teacher should then suggest extra materials for students who wish to further their learning. These materials may include grammar and vocabulary books, language learning websites, English TV shows and movies, podcasts, and songs. The teacher can also encourage students to practice speaking English in their daily lives, whether by chatting with classmates, watching videos in English, or trying to express themselves in English in everyday situations. (1 - 2 minutes)

4. Importance of the Topic: Finally, the teacher should emphasize the importance of the lesson topic for students' daily lives. He can, for example, explain how English speaking skills can open doors to job opportunities, travel, and cultural exchange. In addition, the teacher can emphasize that fluency in speaking English not only helps in communication, but also improves students' confidence and self-esteem. (1 - 2 minutes)

At the end of the Conclusion, students should be motivated to continue learning and practicing speaking English, aware of the importance of this skill and equipped with the necessary tools to improve it.