Lesson Plan (grade 11 – advanced) Period : 83 pps

Aims : - By the end of the lesson, the students are able to use alternative ways to say things.. - By the end of the lesson, the students are able to ask for or give clarification... I

Lesson Plan (grade 11 – advanced)

Period : 83 Preparation date :28 /1/2011 Unit : 10 Lesson : Speaking

I Aims :

- By the end of the lesson, the students are able to use alternative

ways to say things

- By the end of the lesson, the students are able to ask for or give clarification

II Lexical items :

III- Structures :

- let me put it another way

- what exactly do you mean?

IV- Teaching aids:

- textbook - Handouts

V- Techniques :

- skill-based ( listening, speaking)

VI- Procedures :

State/time Teacher’s and

students’ activities

Blackboard Materials

1 warm-up

(7’)

Games: ‘Banana’

- draw a square of 9 numbered boxes

(appendix)

- ask SS to work in two groups, Monkey and Mickey

- Tell SS that in each box is a description of

a ‘banana’ , and there are two bananas in the boxes 2 and 7

- tell the groups to take

-chalk and board

turns to choose a

number, and listen to

the description and

name the ‘banana” in

the box If they get it

right, they win one

point If they can’t get

it right, the other group

have the chance to

answer and score

points If it is a

banana, they score one

point without

answering any

questions

- the group that has

more points will win

the game

- check SS’

understanding of

instructions

- have SS start the

game

- keep a running total

of points for each

group on the board

- declare the winner

Transition:

Today we will talk

about the advantanges

and disadvantages of

different sources of

energy, focusing on

the language used to

ask for and make

clarification

-Write down on the

board :

P 83: Unit 10 : speaking

2 Pre-

Speaking

(7’)

* eliciting and introducing Useful language

- elicit from SS

questions for clarifaction when they don’t understand

something

- elicit the structures used to give

explanations or clarification for something

- read the example exchange and explain the situation for SS to see how the phrases are used

Useful language:

* asking people

to clarify:

- sorry, I don’t quite

understand

- what exactly

do you mean?

- what does that mean?

* saying sth in another way

- I mean …… / that means

- what I mean is

…

Chalk and board

Textbook

3 while- Activity 1:

Speaking

(20’)

Advantages and disadvantages – Information Gap (

task b, p 145)

- pair off SS as A and

B

- deliver cards A to students A, and cards

B to students B ( appendix 2)

- ask SS to work in pairs , talking about the advantages and disadvantages of the sources of energy SS with a gap in the

explanation will ask for clarification, and

SS with full information will make clarification

Textbook cads

- model an example exchange with a student and then have

SS so the task

- go around to monitor and note down errors if any for correction late

- call on some close and open pairs to act out their conversations

in front of the class

Activity 2:

personalization (task

c, p.145)

- ask SS to work in pairs, talking about the advantages and

disadvantages of the cooking fuels and transportation fuels currently used in their

textbooks

4

Post-Speaking

(10’)

5.Homework(1’)

home or neighborhood

- act out the example exchange with a

student as a model

- have SS start the activity

- go around to monitor and give help with vocabulary or ideals if necessary

- call on some pairs to act out their

conversations and invite SS to give comments

- give feedback and comments

Listening:

-read out mixed expressions of how to

do something

- SS listen and write

down

Sentence Making

- Ask Sts to make a few sentences about

giving instructions