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  • Speaking Lesson Plan

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    Suhair Oraif
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    This lesson plan aims to teach students how to use signposting language effectively in IELTS speaking part 3 responses. The lesson includes warm up activities to introduce common signposting words. Students then complete worksheets practicing identifying the purpose of different signposting words and constructing responses using signposting. The lesson concludes with role plays allowing students to practice applying signposting in speaking part 3 style questions. The goal is for students to understand how signposting helps guide the listener through a coherent response.

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    Assignment for teaching IELTS students.

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    This lesson plan aims to teach students how to use signposting language effectively in IELTS speaking part 3 responses. The lesson includes warm up activities to introduce common signposting words. Students then complete worksheets practicing identifying the purpose of different signposting words and constructing responses using signposting. The lesson concludes with role plays allowing students to practice applying signposting in speaking part 3 style questions. The goal is for students to understand how signposting helps guide the listener through a coherent response.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    73 views3 pages

    Speaking Lesson Plan

    Uploaded by

    Suhair Oraif
    This lesson plan aims to teach students how to use signposting language effectively in IELTS speaking part 3 responses. The lesson includes warm up activities to introduce common signposting words. Students then complete worksheets practicing identifying the purpose of different signposting words and constructing responses using signposting. The lesson concludes with role plays allowing students to practice applying signposting in speaking part 3 style questions. The goal is for students to understand how signposting helps guide the listener through a coherent response.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 3

    Speaking lesson plan( Suhair Oraif)

    Signposting Language – Speaking Part 3.


    Signposting language is the words and phrases that people in general use to guide the listener
    coherently through what is being said.
    Lesson goal: Students will be able to:
    use a range of discourse markers / connectives (Assessment Criteria – Fluency and Coherence)
    when answering typical speaking part 3 style questions (e.g. speculate, compare, agree /
    disagree).
    make clear what has just happened, and what is going to happen next.

    Warm up Time Interaction


    Teacher writes the words (compare, comment on, speculate, explain, 1m T
    agree or disagree, firstly, secondly, because, in addition) on the
    board. T-Ss
    Teacher tells students that in speaking part 3, you will often be
    asked to use one or more of these words.
    Teacher says: “We eat junk food and we do not get enough exercise. 2mins T-Ss
    Most people can’t control their weight.” T-Ss
    Students may not be able to tell teacher which of the above people
    are doing or teacher will get a variety of answers.
    Teacher asks students to listen again, but without changing it
    slightly. Teacher: “I think it is because we eat junk food, and we do
    not get enough exercise. that is the main reason that, most people
    cannot control their weight.” Students should identify that teacher
    is explaining. Teacher explains why it was easier the second time
    (because you used signposting words – it is because…, that is the 2mins T-Ss
    main reason that…so...)
    Teacher tells students that signposting helps the listener follow the
    message. They are going to look at signposting answers in part 3 of
    the speaking test.
    Main Activities
    Teacher hands out worksheet 1
    The question “what information is being convey based on the signpost 3mins T-Ss
    word/s used?”. Ss-T
    students in pairs choose the appropriate function form the choice
    box that included in the worksheet 1. 2mins T- Ss
    Students work in pairs to choose the correct answer.
    Feedback was given by the teacher while she was walking around.

    Teacher hands out worksheet 2, students work in pairs to choose the


    best answers based on signpost words. 2mins Ss- T
    Teacher asks students to use the words (so, Alternativity, Despite,
    as matter of fact, in particular, in the meantime, on account of, 2mins T- Ss
    because, but).
    Teacher gives feedback onto the board and check / rephrase any 1min T-Ss
    expressions students supply.
    Teacher Puts students in pairs to roleplay candidate / examiner. 1min T-Ss
    They ask / answer the questions from the top of worksheet 2.
    ‘Teacher’ should give feedback about how they will used signposting 3mins T- Ss
    language.

    Feedback
    At the beginning, students were confused, but later on students
    understood the importance of the Signposting language in IELTS.

    References:

    https://www.ieltsbuddy.com/signposting-language.html

    https://takeielts.britishcouncil.org/sites/default/files/speaking_part_3_-
    _signposting_language.pdf

    https://www.scribd.com/document/341952581/signpost-activities-pdf

    Activities

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