Lesson Plan (grade 11 – advanced) Period : 76 pps

- By the end of the lesson, the students know how to give explanations for actions II... - give each group a set of cards with phrases of sentences cut up.. - shuffle the cards and tell

Lesson Plan (grade 11 – advanced)

Period : 76 Preparation date :15 /1/2011 Unit : 9 Lesson : Speaking

I Aims :

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

explanations

- By the end of the lesson, the students know how to give

explanations for actions

II Lexical items :

- life jacket - canal - binoculars - get lost

III- Structures :

- why should tourists wear sunglasses?

- wee, the thing is, the sunlight there is very strong

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: cut-up sentences

- divide SS into small groups

- give each group a set

of cards with phrases

of sentences cut up

- shuffle the cards and tell SS to work in their groups and put the phrases into sentences

of a short exchange between A and B

Then stick the exchange on the

These are the sentences and how they are cut:

- People say that / ecotourism / is environment-friendly / why do / you think / it does / harm / to the

environment?

- The thing / is / the activities / done by /

eco chalk and board

board

- the first group to

finish and get it al

correct will win the

game

- check SS’

understanding of

instructions and have

them start the game

- declare the winner

- Ask SS : + what

does want to know?

+ what is B doing?

- today we will

practice asking for and

giving explanations

for actions

tourists/ indirect / cause / harm /

to the environment / and they don’t even / realize this

This is the exchange:

A: people say

that ecotourism

is environment-friendly Why do you think it does harm to the

environment?

B: The thing is,

the activities done by eco-tourists indirectly cause harm to the

Transition:

- Today we will practice asking for and giving explanations for actions

-Write down on the board :

environment and they don’t even realize this

P 83: Unit 10 : speaking

2 Pre-

Speaking

(7’)

* eliciting and introducing Useful language

- elicit from SS the

structures used to ask for reasons for actions and those used to give explanations of

actions

- with a student, read

Useful language:

* asking for an explanation

- why should (not)….?

- what … For?

* Giving an explanation

Chalk and board

the example exchange

* completing the brochures ( task a,

p.132 – 133)

- tell SS to complete the brochures for tourists in task a using the information in the box and the tour

guide’s notes

- ask SS to compare answers with a partner

- go over the answers with the class

- because

- the thing is } + clause

- if I could explain

- … so that

- So as to / so

as not to

- …in order to/in order not to

Textbook

3

while-Speaking

(15’)

Activity 1:

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

Textbook cads

clarification

- 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

textbooks

4

Post-Speaking

(15’)

5.Homework(1’)

transportation fuels currently used in their 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