Two sample speaking lessons: school for children, work for adults. See the sequence, activity type, teaching rationale and intended benefits at each stage.
Illustrative lesson plans. 30, 45, 60 and longer formats are available. Both examples can be taught in French, German, Italian or English, with vocabulary and support adjusted to the learner. They show a possible 60-minute session, not a fixed course length. In individual tuition, Trevor takes the partner roles; in small groups, roles rotate so everyone speaks.
Ask about a timetable, share preferences and agree an ideal day at school.
Ask and answer three school questions; give a simple reason for a preference; use a phrase to ask for repetition.
School pictures, two partly completed timetables, a short teacher model and a small phrase bank. Paper cards or a shared screen both work.
Choose three school pictures. Recall the words and say one thing you like about school before checking the prompts.
Retrieval practice activates useful language and reveals what needs support.
Recalling familiar vocabulary and making a first low-pressure contribution.
Look at a fictional pupil’s timetable. Hear a short description, point to the correct subjects and answer two meaning questions.
Comprehensible input links sounds and phrases to a clear context.
Understanding a message before focusing on its language.
Notice how to ask about a subject and give a reason. Rehearse rhythm and pronunciation, then change the subject or opinion.
Brief guided practice supports form; varied choices keep the meaning active.
A usable question pattern and a more secure start to speaking.
Each speaker has missing timetable details. Ask questions, listen and complete the gaps without showing the page. Ask for repetition when needed.
Communicative interaction creates a real information need and opportunities to clarify.
Question formation, attentive listening and repairing a conversation.
Choose four subjects or activities and agree an order. Each person proposes an idea, asks a question and gives a reason. Use picture prompts as needed.
Task-based collaboration combines choice, negotiation and supported output.
Expressing preferences, taking turns and justifying a decision.
Present the plan for about one minute. The listener asks two questions. Swap roles; the teacher joins as partner in an individual lesson.
Purposeful output moves from preparation towards a less scripted response.
Organising ideas and responding to an unexpected but manageable question.
Notice two successes and work on one useful language point. Repeat part of the conversation with fewer prompts.
Selective feedback and another attempt connect attention with immediate use.
Making a specific improvement without interrupting every sentence.
Without looking, say one useful question and one sentence with a reason. Choose a phrase to recall again tomorrow and at the next lesson.
Reflection and planned spaced retrieval connect today’s lesson with later practice.
Recognising progress and leaving with a manageable next step.
For younger beginners, use fewer subjects, pointing and short spoken turns; spread the sequence over shorter sessions. At A2, add reasons and follow-up questions. For older or more advanced learners, compare school systems or debate a proposed school rule.
Useful language functions: “What do you have on Monday?” · “I prefer … because …” · “Could you say that again?” These are model meanings to practise in the chosen target language.
Arrange a meeting, explain a constraint and agree a practical change of plan.
Propose and confirm a time; ask for clarification; explain one constraint; agree responsibilities and a deadline.
Two fictional calendars, a short meeting dialogue, role cards and a compact bank of useful phrases. Optional private voice rehearsal.
Name one workplace conversation you want to handle. Recall three phrases from earlier learning and use one in a brief update.
Personal relevance and retrieval connect the session with existing knowledge.
A clear communication goal and a useful starting point.
Hear two colleagues arrange a meeting. Identify the purpose, available times and agreed action before looking closely at the wording.
Meaning-focused input provides a model without requiring every word to be new.
Listening for decisions and seeing useful phrases in context.
Practise proposing a time, asking for clarification and politely declining. Change the date, reason and level of formality.
Attention to language and short rehearsals prepare phrases for real use.
Clearer delivery and a choice of appropriate expressions.
Use two different calendars to arrange a meeting. Confirm its length, purpose and next action. Keep the calendars hidden from the other speaker.
Interaction and negotiation give questions and clarification a practical purpose.
Handling routine scheduling and checking shared understanding.
A deadline moves or a colleague becomes unavailable. Explain the problem, consider two options and agree who will do what by when.
Task-based learning adds a meaningful complication and requires flexible output.
Explaining constraints, negotiating and reaching an actionable decision.
Repeat the conversation with a new constraint and fewer notes. Swap roles or let the teacher become a different colleague.
A second attempt reuses familiar language while the changed detail preserves attention to meaning.
A chance to speak more smoothly and transfer phrases to a related situation.
Review whether the outcome was clear. Improve one phrase for accuracy or politeness and practise a revised version.
Focused feedback links the learner’s goal, language choices and next attempt.
Recognising a useful improvement and choosing a priority.
Recall the key phrases without notes. Choose a short rehearsal to revisit tomorrow and later in the week, using fictional work details.
Spaced retrieval and self-directed planning connect the session to independent practice.
A small, realistic action that fits adult life.
At A2, use concrete dates, familiar tasks and visible phrase prompts. At B1, add reasons and alternative solutions. For a more advanced learner, adjust register, negotiate priorities or summarise a disagreement. Workplace details can remain entirely fictional.
Useful language functions: “Would Tuesday suit you?” · “Could you clarify …?” · “The difficulty is …” · “So we’ve agreed that …” The target language and degree of formality depend on the learner’s goal.
Information gaps mean the learner needs the other speaker’s message, not simply the next line in a script.
An outcome—a timetable, a decision, an agreed action—gives language a purpose and leaves room for choice.
A supported first attempt, focused feedback and a second go make progress visible. Later retrieval reconnects the learning.
Original illustrative designs informed by Trevor’s DELTA speaking-course work and teacher-development materials. Research connections: Loewen & Sato (2018) · Interaction and instructed SLA ↗ · Paul Nation (2007) · The four strands ↗ · Nakata (2015) · Spacing in second-language vocabulary learning ↗. The benefits above describe intended practice opportunities, not guaranteed outcomes.
Across these speaking lessons, brief models and instructions open the way for the learner to contribute. During the task I listen for a small number of priorities, then give feedback and make time for another attempt. For both the school and work examples, we compare the first and second attempts, then change a detail or ask a fresh question. Follow-up practice checks what the learner can still use later.
Tell me the learner’s age, language, experience and goal. We can shape the next conversation around them.
