IGCSE Speaking
IELTS Prep Course

Aligned to Cambridge IGCSE ESL (0510 / 0511) exam standards

Week 9: Communication

IELTS Band 5 - 6

QTS ALIGNED Teacher Lesson Plan Communication

Learning Objectives

WALT (We Are Learning To)Describe a communication problem using reported speech, repair language, and clear examples.

Success Criteria

WILF (What I'm Looking For)Use blue-bold starters, five highlighted items, one yellow complex sentence, and one solution.

Support (Band 5.0 Target)

Use the frame: He said that ___, so I explained ___. Add one feeling and one fix.

Stretch (Band 6.0+ Target)

Explain how tone, emoji, or timing changed the meaning of a message.
Plan A Classroom Only 80 MIN
Part 1, 2 & 3 Questions this lesson.
Default plan: one 80-min classroom lesson. Sections 11 & 12 are completed at home as unsupervised homework.
TimeTeacherStudents
Sec 1 0–5 min Warm-Up
  • Open with WALT / WILF.
  • Send students to Section 1 and circulate.
  • Discuss the warm-up questions in pairs, in English.
Sec 2 · 3 · 4 5–15 min Input
  • Teach Sec 2 grammar, Sec 3 pronunciation, Sec 4 vocabulary.
  • Give an example sentence for each item.
  • Listen and take notes on the handout.
  • Offer your own example sentences.
Sec 5 · 6 · 9 15–35 min Shadow Read
  • Play TTS for Sec 5, 6, 9 text & model answers.
  • Students Listen → Repeat until pronunciation is clean.
  • Stand. Write own notes on whiteboards for Sec 6 & 9. Memorize answers.
Sec 6 · 7 35–55 min Speaking · 4-3-2
  • 2-min spot speaking tests. Correct mistakes. Note errors.
  • Repeat your answer 3× — faster each round.
  • Listener ticks the Sec 7 checklist & pushes speed.
Sec 9 55–75 min Part 3 Discussion
  • Explain OPINION → REASON → EXAMPLE structure.
  • Push "why?" & "can you give an example?" for short answers.
  • Write Sec 9 notes in the lined space.
  • Repeat your Part 3 answers 3× in pairs — faster each round.
Sec 10 75–80 min Wrap-Up
  • Put top errors on the board.
  • Supervise Sec 10 exit ticket.
  • Correct your errors.
  • Log this week's homework (Sec 11 & 12).
Homework Sec 11 & Sec 12 (required, ~40 min).
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QTS ALIGNED Teacher Lesson Plan Communication
Plan B Computer Lab + Classroom — Lesson 1 of 2 40 + 40 MIN
Part 1 & 2 Questions THIS lesson · Part 3 Questions NEXT lesson.
Use when homework must be supervised. First of two weekly cycles — weekly total 2 × (40 + 40) min. Cut sections shown below.
Computer Lab · 40 min · supervised
TimeTeacherStudents
Sec 9 0–20 min Record · Last Week
  • Open LAST week's Interactive Handout. Check recording quality as students record.
  • Confirm every student sends all 4 Part 3 recordings for scoring.
  • Record LAST week's Sec 9 Part 3 answers — practised live in Lesson 2.
  • Send all 4 recordings for scoring.
Sec 2 · 3 · 4 · 5 · 6 20–40 min Preview & Shadow
  • Switch to THIS week's handout. Run TTS shadowing — Sec 5 text, Sec 6 model answer.
  • Check students preview Sec 2 grammar, Sec 3 pronunciation, Sec 4 vocab.
  • Preview THIS week's Sec 2 · 3 · 4.
  • Shadow Sec 5 & 6 with UK/US TTS until pronunciation is clean.
Classroom · 40 min
TimeTeacherStudents
Sec 1 0–5 min Warm-Up · Part 1
  • Open with WALT / WILF.
  • Send students to Section 1 and circulate.
  • Repeat your Part 1 answers 3× in pairs — faster each round.
Sec 6 5–15 min Answer Prep
  • Observe students' Sec 6 answer prep on boards — model already shadowed in the lab.
  • Correct errors before speaking.
  • Stand up at a whiteboard / window / large screen.
  • Write bullet notes for YOUR OWN Sec 6 answer.
Sec 6 · 7 15–35 min Speaking · 4-3-2
  • Run the 4-3-2 circuit (pairs, standing). Strict time — last round min 2 mins.
  • 2-min spot tests. Note errors for the board.
  • Repeat your Sec 6 answer 3× — faster each round.
  • Listener ticks the Sec 7 checklist & pushes speed.
Sec 7 35–40 min Review
  • Put top errors on the board.
  • Announce Lesson 2: live Part 3 (Sec 9) on today's topic.
  • Correct your errors.
  • Report one Sec 7 checklist item your partner missed.
Cut in Lab Mode Sec 2 · 3 · 4 · 5 — Input & Shadowing handled with TTS in the lab. Sec 8 — Writing typed & AI-corrected in Lesson 2's lab. Sec 9 · 10 — Part 3 & Exit Ticket run live in Lesson 2.
Homework Memorise your Sec 6 answer — you record it for scoring in the next lab. Finish any unfinished lab recordings.
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QTS ALIGNED Teacher Lesson Plan Communication
Plan B Computer Lab + Classroom — Lesson 2 of 2 40 + 40 MIN
Part 3 Questions THIS lesson — Lesson 1's topic.
Second of two weekly cycles — weekly total 2 × (40 + 40) min. Classroom gives Part 3 live practice.
Computer Lab · 40 min · supervised
TimeTeacherStudents
Sec 1 · 6 · 8 0–20 min Record & AI-Correct
  • Check recording quality on LAST LESSON's Sec 1 (Part 1) & Sec 6 (Part 2) answers.
  • Ensure students click 'Transcribe' then 'AI Correction'.
  • Record LAST LESSON's Sec 1 & 6 answers. Transcribe, then AI-correct.
  • Handwrite corrections into the handout. Re-record without reading — 'Send to Teacher'.
Sec 9 20–40 min Shadow Part 3 · Today
  • Run TTS shadowing on TODAY's Sec 9 model answers (words & sentences).
  • Students choose UK or US accent.
  • Shadow all 4 Sec 9 model answers until pronunciation is clean.
  • Note one follow-on idea per question for an extended classroom answer.
Classroom · 40 min
TimeTeacherStudents
Sec 9 0–5 min Framework
  • Write OPINION → REASON → EXAMPLE on the board.
  • Model it aloud with Sec 9 Q1's model answer.
  • Underline opinion / reason / example in the Q1 model answer.
Sec 9 5–15 min Planning
  • Give 10 minutes for notes on all 4 Sec 9 questions.
  • Circulate — push a REASON + EXAMPLE into every note.
  • Stand up. Write notes per question on the board: opinion → reason → example.
  • Bullet points only.
Sec 9 15–35 min Fluency Drill · 3×
  • Run the 3× fluency circuit. Push "Why?" & "Example?" at short answers.
  • 1-min spot tests. Note errors for the board.
  • Repeat your Sec 9 answers 3× — faster each round.
  • Swap answers in pairs — partner pushes speed.
Sec 10 35–40 min Wrap-Up
  • Write errors on the board.
  • Supervise Sec 10 exit ticket.
  • Complete the Sec 10 exit ticket. Correct your errors.
  • Log the homework.
Cut in Lab Mode Sec 2 · 3 · 4 · 5 · 8 — Input, Shadowing & Writing handled in the labs. Sec 1 · 6 · 7 — live in Lesson 1.
Homework Practise your Sec 9 answers aloud — you record all 4 in the next lab. Finish handwriting the Sec 6 corrections.
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Section 1
Part 1 Interview
5 MIN
Keep
Topic: communication and messages
1 Can you tell me about a way you usually communicate with friends?
Usually, I send a short message (信息) in a class group chat. For me, it is quick, but I still need to write clearly.
Your Answer
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0 / 20 minimum
2 Can you tell me about a time when communication went wrong, and what happened?
Last week, my friend misunderstood my homework reminder. After that, I called him and tried to explain (解释) the task again.
Your Answer
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0 / 20 minimum
3 Do you think emojis are useful in messages? Why?
Yes, I think, an emoji (表情符号) can show feeling in a short message. However, it cannot replace a clear sentence.
Your Answer
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0 / 20 minimum
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Section 2
Weekly Grammar Point
4 MIN
Keep

Reporting Verbs

Grammar

Reporting verbs show what another person said or thought. Common choices include "said", "told", "asked", "explained", and "suggested".

Example

My friend suggested using voice messages for practice.

Your Examples
0 / 20 minimum
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Section 3
Weekly Pronunciation Point
2 MIN
Cut in Lab Mode

Chunking in Reported Speech

👂 Listen: Pause after the reporting verb phrase so the sentence is easier to follow.

🗣️ Practise: Say it in chunks, She told me / that the plan had changed.

Section 4
Vocabulary Table
4 MIN
Keep
Message信息 Nounadj.messagedv.message · messaged
Explain解释 Verbn.explanationadj.explanatory
Opinion观点 Nounadj.opinionated
Emoji表情符号 Noun
Misunderstanding误解 Nounadj.misunderstoodv.misunderstand · misunderstood
Report报告 Nounadj.reportedv.report · reported
Experience经历 / 经验RECYCLED Nounadj.experiencedv.experience · experienced
Skill技能RECYCLED Nounadj.skilfuladv.skilfullyv.skill · skilled
Idiom 1: Get the message across — 把意思表达清楚 ExplanationCommunicate an idea clearly. ExamplePictures can help students get the message across.
Idiom 2: Clear the air — 消除误会 ExplanationTalk honestly to solve a problem. ExampleAfter the group chat argument, we met to clear the air.
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Section 5
Shadowing Text
8 MIN
Cut in Lab Mode

Adapted from the Cambridge IGCSE ESL Coursebook

Usually, a short message (信息) is enough for simple plans. However, students must explain (解释) important details clearly. For example, a class monitor can share the meeting time and place. Also, giving an opinion (观点) politely helps group work. When an emoji (表情符号) is unclear, friends may guess the wrong feeling. Sometimes, this creates a small misunderstanding (误解). In short, good communication means checking meaning, using kind words, and asking before becoming upset.

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Section 6
Part 2 Question and Model Answer
15 MIN
Keep

SITUATION Your class had a problem because students missed an important club notice. The monitor asks how messages should be shared next time. You are considering the following options:

OPTION A sending one clear class group message
OPTION B making a short notice at the classroom door

Talk about the advantages and disadvantages of each option. Say which option you would prefer, and why.

Model Answer
SITUATION Well, our class needs a better way to share notices.
OPTION A On one hand, a group message is fast and easy. Also, it helps students get the message across (把意思表达清楚) before they leave school. However, some students may not check their phones.
OPTION B On the other hand, a classroom notice looks official, like a small report (报告). If students pass the door, they can see it quickly. Still, absent students may miss it.
PREFERENCE I would choose the group message, because most students use chat daily. REASON The main reason is, it uses a common communication skill (技能). REASON Also, if there is a problem, students can clear the air (消除误会).
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Section 7
Listener Task — Tick the Speaker's Checklist
5 MIN
Keep

Tick each item you hear in your partner's Part 2 answer.

Section 8
Writing Space
10 MIN
Cut in Lab Mode

Stand up and write your answer on the board or classroom windows. The teacher will correct it as you write. Copy the corrected answer below.

📝 Draft
0 / 20–300
✨ AI-Corrected
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Section 9
Part 3 Questions
20 MIN
Keep

Answer the Part 3 discussion questions below. Use the Model Answer for guidance, then write your own response in the lined space.

1 Do you think group messages are better than face-to-face communication? Why?
Model Answer
OPINION In my opinion, group messages are useful, but not always better. REASON When a message (信息) is short, people may miss the speaker's feeling. EXAMPLE / EXTENSION For example, face-to-face talk is better for solving a class argument.
Your Answer
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0 / 20 minimum
2 What are the advantages of using emojis in student messages?
Model Answer
OPINION From my point of view, emojis can help student messages. REASON Although an emoji (表情符号) is simple, it can make a joke or thanks clearer. EXAMPLE / EXTENSION For instance, a smile can show friendly meaning after a short answer.
Your Answer
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0 / 20 minimum
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Section 9
Part 3 Questions (continued)
20 MIN
Keep

Continue answering Part 3 questions. Use the Model Answer for guidance, then write your own response in the lined space.

3 How important is it to explain a problem quickly after a misunderstanding?
Model Answer
OPINION Overall, it is very important to explain problems quickly. REASON If a misunderstanding (误解) grows, friends may become angry for no reason. EXAMPLE / EXTENSION For example, one call can stop a small mistake becoming serious.
Your Answer
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0 / 20 minimum
4 What are the advantages of clear messages in group work?
Model Answer
OPINION In my view, clear messages are very important in group work. REASON This is because, when students share short and exact information, they avoid small problems becoming bigger. EXAMPLE / EXTENSION For example, a class monitor could explain (解释) the homework task before everyone leaves school during a short class talk.
Your Answer
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0 / 20 minimum
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Section 10
Exit Ticket
4 MIN
Keep

🎯 Fix the Error: Change the sentence to reported speech.

  • 1. She said, "I am busy." → She said that she _______ busy.
  • 2. He told me, "Study harder." → He told me _______ harder.
  • 3. My friend asked, "Do you use WeChat?" → My friend asked if I _______ WeChat.

Section 11
After Today's Lesson
Lab or Home
  • aRECORD10 MINAPP Recording: Mock Test: Record all answers to questions in Part 1, 2 and 3 and SEND for scoring. MUST USE: 1 complex sentence + this week's grammar (Reporting Verbs).作业APP录音：模拟考试：录制Part 1、2和3全部问题的回答并发送评分。要求：必须使用1个复合句和本周语法点。
  • bWRITING10 MINType and AI correct your Part 2 answer. Handwrite your corrected answer into your coursebook.键入Part 2答案并使用AI批改。将批改后的答案手写到你的课本中。
Section 12
Before Next Week's Lesson
Lab or Home
  • aSHADOW10 MIN'Speaking Practice › Fluency'. Listen to next week's Section 1, 5, 6 & 9. Shadow their pronunciation — copy American or British intonation exactly — until you are comfortable with the pronunciation."口语练习 › 流利度"。听下周的第1、5、6和9部分。跟读模仿美式或英式的语调和发音，直到你对发音感到自如为止。
  • bRECORD10 MINRecord Sections 5 & 6: Memorise useful phrases and use bullet-point notes to help you repeat the paragraphs in your own words 3 times, out loud. Record your 3rd attempt.录音第5和第6部分：记忆有用的短语，并使用要点笔记帮助你用自己的话重复段落3遍，大声朗读。录下你的第3次尝试。
Section 10 Answers: 1. was 2. to study 3. used
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