LEVEL 1 SPEAKING

LESSON PLAN – WEEK1 DAY1

Aim: Students should be able to obtain an overview of the speaking.

Getting to know each other

Students will be able to get to know each other with the help of a simple ball game.

Introduction to the speaking

Students are given speaking overview activity to fill up in order to ensure basic understanding
of the speaking is formed.

Part 1 speaking
Discussion on part 1 speaking and areas of questions to come up in part 1.

Marking Criteria
A quick introduction into the IELTS speaking marking criteria

Personal Introduction
Students have to introduce themselves focussing on some familiar topics that can come up in
part 1 speaking.

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 LEVEL 1 SPEAKING

LESSON PLAN –WEEK1 DAY2

This section aims to prepare students on what kind of questions to expect in part one of the
speaking test

Classroom speaking activities

The following activities are aimed at preparing students on what kind of questions to expect in
part one of the speaking test and giving them lots of opportunity to practice answering
questions on a range of topics.

Preparation for part 1 – questions on familiar topics

Brainstorming pyramid
1. Ask students what they think 'familiar topics' means, elicit ideas e.g. family, hobbies
etc.
2. Ask students to write down as many topics as they can in three minutes on their own.
3. After three minutes students compare lists and make a new more comprehensive list
together.
4. Repeat exercise in groups of four i.e. two pairs.
5. Groups’ feedback lists to class and a class list is made.
A final class list may consist of some of the following topics:
my family, hobbies, job, my school, accommodation, my town, my city, my country, learning
English, important festivals, food, music, what I want to do in the future, where I live,
ambitions for the future, transport, TV, reading, travelling, likes and dislikes,

Preparing questions
• Elicit from students question word beginning with the letter 'w' i.e. when, where, why,
what, which etc. and those that do not begin with 'w' i.e. . how, do, are etc
• Select a topic from class list in activity 1 e.g. free-time
• In pairs students prepare a list of questions on the topic using the question words
already mentioned.
• Give an example for instance: 'What do you like doing in your free time?'
• Go round class and check questions are correct (for this activity different pairs of
students could work on different topics and then you could compile a list of class
questions).

A possible list of questions

• What do you like doing in your free-time?

• How often do you…?
• Where do you….?
• Do you need any special equipment to….?
• Why do you enjoy…?
• Who do you…..?
• When do you….?
• Is it expensive? etc.

In the hot seat

Not for the nervous types! Ask for a volunteer student to sit at the front of the class. Other
students in group fire questions at him/her at random from their previously written lists or use
new questions to try out. You could also do this activity in small groups in order to be less
intimidating.

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 LEVEL 1 SPEAKING

LESSON PLAN –WEEK1 DAY3

Aim: Students should be able to talk about one of the topics in the cue card for 2 minutes

Your favourite room Your favourite newspaper/magazine

You should say: You should say:
• Which room it is • What it is
• What the room contains • Why you read it regularly
• Why you like this room • How often you read it

• Students should come up with own vocabulary. Put them in groups so that they can
storm their brain to get more words to express their thoughts.

• Students should be able to do mind mapping. Teach them on how to use mind
mapping to effectively speak out their topic for the monologue.

Students should be able to create posters on both the cue cards on the top of the page. At the
end, put them into pairs so that they can practice. Pre-teach any vocabulary if necessary.

LESSON PLAN –WEEK1 DAY4

This section aims to create mind mapping for the students to prepare towards their cue card
topic.

Your favourite dress: Your favourite song

 Which is it? You should say:
 Why do you like it?  Which song it is
 When do you wear it?  Why you like it
 How often you hear it

Students to be given time to figure out appropriate list of vocabulary to speak about the topic.
Tutor to pre teach vocabulary if necessary by update information.

Students should be able to create mind mapping plan on a foolscap paper. At the end they
should also be able to speak about for at least 2 minutes.

Tutors should not give the clues for the cue card topics. Let them come up with
phrasing possible questions to figure our as many possible information around the
speech bubble in the mind mapping diagram.

Homework

Your favourite children’s story:

 What is its title?
 Who wrote it?
Why do you like it?

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 LEVEL 1 SPEAKING

LESSON PLAN –WEEK1 DAY5

This section aims to create mind mapping for the students to prepare towards their cue card
topic.

To evaluate the homework and let them talk in pairs for 2 minutes.

Describe the transport systems in your

country
You should say:
 What forms of transport are
involved
 The importance of time
 Whether it is enjoyable or not
And explain how you would make your
journey more pleasant if you could.

• Pre teach vocabulary

• Students should be able to create mind mapping
• Students to talk for 1 minute without hesitation. A hesitant student will be appealed by
the tutor allowing a student from the other group to continue the talk (not to start the
topic all over again)
• A non speaker in the group would result in the whole group to be penalized with a
minus point.
• The speaker who satisfies one whole minute would result in gaining a point for the
group.

Homework

Describe a health problem you once had (or

talk about someone else’s problem).
You should mention:
 The nature of the health problem
 Why the problem occurred
 What you (or the other person) could
not do because of the problem