IGCSE Speaking
IELTS Prep Course

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

Week 29: Communication

IELTS Band 5 - 6

QTS ALIGNED Teacher Lesson Plan Communication

Learning Objectives

WALT (We Are Learning To)Discuss communication choices and explain how tone, privacy, and trust affect relationships.

Success Criteria

WILF (What I'm Looking For)Report opinions, give examples, compare online and face-to-face talk, and stay clear.

Support (Band 5.0 Target)

Use the frame: Online messages help because ___, but ___. Add one example.

Stretch (Band 6.0+ Target)

Explain how meaning changes in short messages and judge the best way to communicate.
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
1 How often do you communicate with friends online?
Usually, I message my friends every day after homework. For me, online chat gives a quick response (回应) when I need help. However, I still prefer face-to-face talk for important things.
Your Answer
--:--
0 / 20 minimum
2 Can you tell me about a time when a message caused a misunderstanding, and what happened?
Last week, my friend sent a short answer, and I thought she was angry. Later, I realised her tone (语气) was not clear in the message. After that, we called and solved it quickly.
Your Answer
--:--
0 / 20 minimum
3 Do you think online communication helps friendships? Why?
Yes, I think, online communication helps friendships when people use it carefully. This is because, it can keep a connection (联系) strong across cities. For example, I message cousins during holidays.
Your Answer
--:--
0 / 20 minimum
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Section 2
Weekly Grammar Point
4 MIN
Keep

Reporting Verbs in Discussion

Grammar

Reporting verbs help you share other people's ideas clearly. Use words like "argue", "suggest", "claim", "explain", and "believe".

Example

Some students argue that face-to-face talks build trust.

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

Intonation for Agreement and Disagreement

👂 Listen: Use a steady voice to agree and a gentle fall-rise to disagree politely.

🗣️ Practise: Say it politely, I agree with you // but I see it differently.

Section 4
Vocabulary Table
4 MIN
Keep
Connection联系 Nounadj.connectedv.connect · connected
Empathy同理心 Nounadj.empatheticadv.empathetically
Tone语气 Nounadj.tonaladv.tonally
Privacy隐私 Nounadj.privateadv.privately
Response回应 Nounadj.responsiveadv.responsivelyv.respond · responded
Trust信任 Nounadj.trustworthyv.trust · trusted
Flexible灵活的RECYCLED Adjectiven.flexibilityadv.flexibly
Creative有创造力的RECYCLED Adjectiven.creativityadv.creativelyv.create · created
Idiom 1: Keep in touch — 保持联系 ExplanationContinue communicating with someone. ExampleWeChat helps cousins in different cities keep in touch.
Idiom 2: Read between the lines — 体会言外之意 ExplanationUnderstand what someone means without saying it directly. ExampleIn a short message, it can be hard to read between the lines.
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Section 5
Shadowing Text
8 MIN
Cut in Lab Mode

Adapted from the Cambridge IGCSE ESL Coursebook

In daily life, communication builds a connection (联系) between classmates, friends, and family. However, short messages can hide the real tone (语气) of a speaker. For example, a late response (回应) may seem rude, even when someone is only busy. Also, students need to protect privacy (隐私) when they post online. If people share too much, they may lose trust (信任). Most importantly, when a topic is serious, face-to-face talk often feels safer. Overall, good communication means listening carefully and choosing the right way to speak.

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Section 6
Part 2 Question and Model Answer
15 MIN
Keep

SITUATION Your class wants to improve communication between students and teachers. You are considering the following options:

OPTION A a class message group for questions
OPTION B a weekly face-to-face feedback time

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

Model Answer
SITUATION Well, I will compare two ways to improve class communication.
OPTION A On one hand, a message group helps students keep in touch (保持联系) after school. Also, it is flexible (灵活的) because students can ask later at night.
OPTION B On the other hand, feedback time builds empathy (同理心) because people hear each other. However, if students are shy, it may be hard to read between the lines (体会言外之意).
PREFERENCE I would choose, feedback time. REASON This is because, face-to-face talk feels more creative (有创造力的) and personal.
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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 How important is tone when people send short messages?
Model Answer
OPINION In my opinion, tone is very important in short messages. REASON This is because, when words are short, people can misunderstand the feeling. EXAMPLE / EXTENSION For example, a simple yes may sound cold without a friendly tone (语气).
Your Answer
--:--
0 / 20 minimum
2 Some people say online communication makes friendships weaker. What do you think?
Model Answer
OPINION I partly agree, online communication can make friendships weaker. REASON This is because, if friends only text, they may not listen deeply. EXAMPLE / EXTENSION For example, meeting after school can build more empathy (同理心).
Your Answer
--:--
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 What should students do if a message hurts someone’s feelings?
Model Answer
OPINION I think, students should answer calmly and not attack back. REASON This is because, when feelings are hurt, quick replies may make things worse. EXAMPLE / EXTENSION For example, a kind response (回应) can repair the problem.
Your Answer
--:--
0 / 20 minimum
4 How important is human connection in modern communication?
Model Answer
OPINION In my view, human connection is still important in modern communication. REASON This is because, when messages include care and respect, people understand feelings more easily. EXAMPLE / EXTENSION For example, a class chat could build a better connection (联系) if students reply kindly 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: Use a reporting verb to share another person’s idea.

  • 1. My friend says, online messages _______ quick. (are)
  • 2. The teacher explains that, tone _______ meaning. (changes)
  • 3. My classmate believes that, calls _______ clearer than texts. (are)

✅ Goal: Report opinions clearly in communication answers.

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 in Discussion).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. are 2. changes 3. are
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