Objectives (5 - 7 minutes)

1. Develop English speaking skills: Students should be able to communicate effectively in English, using appropriate vocabulary and grammatical structures. They should be able to express themselves clearly and understand and respond to questions and comments.

2. Practice fluency: Students should be able to speak English fluently, without excessive hesitation or long pauses. This requires consistent practice and regular feedback to improve confidence and speech rate.

3. Enhance listening comprehension: By practicing speaking activities, students should also improve their listening comprehension. This is because they need to understand the questions or comments made by their peers before they can respond.

Secondary Objectives:

• Promote classroom collaboration: By working in pairs or small groups, students are encouraged to collaborate and help each other, which helps create a positive and supportive learning environment.

• Improve confidence and self-esteem: By practicing speaking English, students also develop their confidence and self-esteem. This is because they are overcoming their fear of making mistakes and becoming more comfortable expressing themselves in a second language.

Introduction (10 - 12 minutes)

1. Content Review: Begin the class by reviewing the concepts and grammar structures that were previously studied and that will be necessary for the Speaking Activities. For example, the teacher could do a quick review of present, past and future tenses, as well as pronouns, adjectives, and adverbs. (3 - 5 minutes)

2. Problem Situations: The teacher could present two problem situations that will serve as the basis for the practical activities. For example, one situation where students need to ask for directions in English and another where they have to order in a restaurant. These situations should be challenging enough to stimulate student participation, but also accessible so that they can feel confident in trying. (2 - 3 minutes)

3. Contextualization: Explain the importance of fluent speech and listening comprehension in the process of learning a foreign language. The teacher could highlight how these skills are essential in everyday situations, such as traveling, studying abroad, working in multinational companies, among others. Additionally, one could mention the relevance of these skills in the academic context, since many English proficiency exams, such as TOEFL and IELTS, assess candidates' speaking and listening skills. (3 - 4 minutes)

4. Grabbing Students' Attention: To spark students' interest, the teacher could share some curiosities about English, such as the fact that it is the third most spoken language in the world, or about the importance of the language in the global job market. In addition, one could introduce the topic of the class with an anecdote or funny story related to the difficulty of communicating in a foreign language. (2 - 3 minutes)

Development (20 - 25 minutes)

1. "Topic Discussion" Activity (10 - 12 minutes): The teacher should divide the class into groups of 3 to 4 students. Each group will receive a topic to discuss in English. The topics could be:

   • "The Importance of Technology in Education"
   • "The Impact of Social Media on Modern Society"
   • "The Benefits and Challenges of Remote Work"

   Within each group, students should take turns speaking about the topic for 2 to 3 minutes each. During the activity, other group members should pay attention and, if necessary, help their colleague find the right words. After all students have spoken, each group should choose a representative to present a summary of the discussion to the class. The teacher should circulate around the room, monitoring the discussions and providing feedback as needed.

2. "Question Game" Activity (10 - 12 minutes): Still in groups, students should play a "Question Game". Each group should create a list of 10 questions on any topic they choose. The questions should be intermediate level and should include a variety of grammatical structures.

   For example: "What is the capital of France?" (Vocabulary - Capital cities), "When is your birthday?" (Grammar - Present simple - Wh-questions), "Have you ever been to a concert?" (Grammar - Present perfect - Ever/never), etc.

   After creating their lists of questions, the groups should exchange lists with another group. The goal is to answer as many questions correctly as possible in 5 minutes. The group that created the questions should monitor the time and check the answers. After 5 minutes, the groups should exchange lists again and continue the game. The teacher should circulate around the room, assisting students as needed and correcting any errors.

3. "Role-Playing" Activity (5 - 8 minutes): To finish, the teacher should propose a "Role-Playing" (simulation game). Students, still in groups, will be given a scenario and characters to act out. For example, the scenario could be a restaurant and the characters could be a waiter and a customer. The teacher should provide an initial script, with a few lines of dialogue in English, and the students should continue the conversation, adding their own lines of dialogue.

   The teacher should provide feedback and guidance as needed. After the Role-Playing is finished, each group should present their scene to the class. The teacher should encourage the other students to ask questions to the characters, in order to stimulate interaction and speaking practice.

These activities are designed to promote interaction in English among students, giving them the opportunity to practice speaking in a supportive and low-pressure environment. In addition, the activities help to develop students' confidence and fluency, as well as their listening comprehension.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should set aside time for each group to share with the class the solutions or conclusions they reached during the "Topic Discussion" and "Question Game" activities. Each group will have up to 2 minutes to present their ideas. This is an important moment because it allows students to hear different perspectives and opinions, enriching the discussion and learning. The teacher should facilitate the discussion, asking questions to deepen the points raised by the groups and ensuring that all students are involved.

2. Connection with Theory (2 - 3 minutes): After the discussion, the teacher should make the connection between the activities carried out and the theory presented at the beginning of the class. For example, the teacher could highlight how the grammar structures and vocabulary reviewed were applied during the activities. In addition, one could discuss how fluency and listening comprehension improved as students had more opportunities to speak and listen in English. The purpose of this moment is to reinforce the concepts learned and help students realize the progress they are making in their speaking skills.

3. Individual Reflection (2 - 3 minutes): To finish the class, the teacher should ask students to reflect individually on what they have learned. The teacher could ask questions such as:

   • "What was the most important concept you learned today?"
   • "What questions have not yet been answered?"
   • "What do you think you could have done differently to improve your speaking or listening comprehension?"

   Students should write down their answers in a notebook or on a piece of paper. The purpose of this activity is to encourage students to think critically about what they have learned and to identify areas where they may need more practice or study. In addition, student feedback can be useful for the teacher to evaluate the effectiveness of the lesson and make adjustments, if necessary, for future classes.

4. Teacher Feedback (1 minute): Finally, the teacher should provide general feedback on the class participation, highlighting positive points and areas that could be improved. For example, the teacher could praise some students' fluency, creativity in their responses, or group cooperation, and suggest additional study areas or practice techniques that could help students further improve their speaking skills.

This feedback session is a crucial time to consolidate learning, assess the effectiveness of the class, and motivate students for the next lesson. Therefore, the teacher should ensure that all students have the opportunity to participate and that their answers and reflections are respected and valued.

Conclusion (5 - 7 minutes)

1. Summary and Recap (2 - 3 minutes): The teacher should begin the Conclusion by reminding students of the key points of the class. This includes the importance of fluent speech and listening comprehension in the English learning process, the grammar structures and vocabulary reviewed, and the collaboration and reflection skills developed during the activities. The teacher could do a brief summary of each activity, highlighting the main lessons learned and the challenges overcome by the students.

2. Connection between Theory, Practice and Applications (1 minute): Next, the teacher should explain how the class connected the theory, practice, and applications of English. For example, the teacher could mention how the review of vocabulary and grammar structures allowed students to participate in the discussions and question games. In addition, the teacher could highlight how the speaking and listening skills practiced during the lesson can be applied in real-life situations, such as traveling, studying, or working.

3. Extra Materials (1 - 2 minutes): The teacher should suggest some extra materials for students to deepen their learning. This could include language learning websites, such as Duolingo or Babbel, which offer a variety of speaking and listening comprehension activities. In addition, the teacher could recommend books, podcasts, movies, or TV shows in English that students can use to practice speaking and listening comprehension at home. The teacher should emphasize that regular practice is essential for improving English speaking skills.

4. Relevance of the Topic (1 minute): Finally, the teacher should reinforce the importance of the class topic to students' everyday lives. The teacher could mention that the ability to communicate effectively in English is increasingly valued in the global job market, and can open doors to opportunities for study, career, and travel. In addition, the teacher could point out that confidence and fluency in speaking English can have a positive impact on self-esteem and on communication in general.

The Conclusion is a crucial moment to consolidate learning, motivate students for future studies, and reinforce the relevance of the class topic. Therefore, the teacher should ensure that all key points are covered and that students have the opportunity to ask questions or share their reflections.