MODULE 2: SAMPLE LESSON PLAN – SPEAKING

Name: LIONEL FERER, GLOBAL TEFL TRAINER

STAGE STAGE OBJECTIVE / TEACHER’S PROCEDURE & ACTIONS STUDENTS’ ACTIONS T/S RATIO & COMMENTS TO HELP YOU ANALYSE
COMMENTS INTERACTION THIS PLAN
WARMER To reduce  Divide class into two teams. Play  Call out the letters to try 60/40 A warmer should always be
students’ affective hangman. The rules are that if a to guess the words in the communicative and use
15 MINUTES filter and review team guess a letter correctly, they game. CW known language.
previously taught can keep guessing. The team that is Dividing the class into teams
vocabulary about the first to guess the word introduces an element of
actions. correctly, regardless of whose turn competition, which invariably
it is, wins 5 points. Words that makes the activity more
should be included are: French, dynamic.
cook, tennis, dance, musical The words used will be
instrument, car, Italian, ski, swim, needed for the speaking
and cook. activity
PRESENTATION: To teach and drill  Point to the words that were used  Say the questions and 80/20 Drill the vowel sounds of
PRE-TEACH sentences that in the warmer and ask ‘can you answers can/kæn/ and can’t /kɑːnt/.
LANGUAGE will be needed speak French?’ Write the question CW The weak form of the
using can. on the board. Elicit the answers question should also be
20-30 MINUTES ‘Yes, I can / No, I can’t and write  Repeat after the teacher drilled/kən/ as well as the
the answer on the board. upward intonation of the
 Drill the questions and the answers, question and the downward
especially pronunciation of “can’t” intonation of the answer.
and word stress. This can all be shown with the
 Explain to students the use of hands.
possibilities and abilities using Can.
 Provide sample sentences:
 I can play the guitar
 I can drive a car
 They can speak French
 We can win the lottery
 Elicit sentences using Can
 Correct mistakes
 Use visual aids to present Can
abilities and possibilities.

 
ST
1 PRACTICE To give controlled Give each student a slip of paper Read the action. Check 20/80 It is important to model an
ACTIVITY practice in with an action on it (Appendix 1). with the teacher if there activity especially at low
(CONTROLLED) speaking: asking  Model the activity by asking is anything they don’t levels
questions using someone a similar question. Write understand.
10 MINUTES ‘can’ and the answer on the board and ask a  Speak to everyone in the Students should be
answering. few follow-up questions putting the class asking them your encouraged to ask for extra
information on the board. question and noting the information. For example if
 Ss then mingle and ask the question answers and asking for they say ‘yes, they can drive’
‘can you …?’ to everyone in the any extra information then find out what car they
class, noting down the answer and have.
any extra information.
 Monitor checking and correcting
pronunciation and noting down any
language mistakes.
 Ask a few people your example
question ready to model the next
activity.

ND
2 PRACTICE To share Give clear instructions for what ss 20/80 Again, students should be
ACTIVITY information with need to do and model the activity. encouraged to give as much
(SEMI- their groups and Say: In our class, 5 people can play GW extra information as possible.
CONTROLLED) to prepare for a a musical instrument: 2 can play
 poster the guitar, 2 the piano and one can Most of the time is given to
10 MINUTES presentation in play the saxophone. 9 people can’t the speaking activities in this
plenary. play a musical instrument. lesson.
 Write on board a language frame:
In our class /5 people /
/everyone/ can …
/no one/
Instructions:
1. Get into groups of 3-4.  Tell other members of
2. Tell your group what you the group information
discovered about the class. Your that you found.
group should take notes.  Work together to create
3. Create an attractive poster a poster of the survey.
which displays this information.
Use coloured markers, drawings
etc.
4. You will need to present the
poster to the rest of the class.
Each member of the group
should speak. Your presentation
should only last (20 minutes).
5. Set a time limit for the groups to
create the poster (10 minutes).
 Students are put into groups of 3 or
4 and asked to create a poster with
the class survey information that
they found.
 Monitor noting down any language
mistakes made, and also any good
use of language or vocab.
FEEDBACK To correct any  Write any language / pronunciation  Work in groups to 70/30 This is done before the
language mistakes mistakes on the board. Ask discuss the correct presentation in plenary so
5 MINUTES made students to work in groups to language GW/CW that they get a chance to
correct them.  Say the correct language correct any mistakes.
 Conduct a class feedback session to when asked Students discuss the language
check the answers. in groups before working as a
 Give students a couple of minutes class to give them confidence.
to correct any mistakes in their
presentation.
 Ask students to present their poster 
RD
3 PRACTICE To compare Students tell class the 40/60 It is important to round-up a
ACTIVITY – information with the results of the survey to the information they found lesson in plenary so ss feel
PLENARY SESSION rest of the class. out in the survey when CW there has been a conclusion
PRESENTATIONS  Encourage other students to give called upon by the to the lesson. They also get a
opinions after each presentation. teacher. chance to hear other students
5 MINUTES Ask, for example: are you surprised  Other groups that may and will feel good showing
that so many of you can speak have some of the same the other students what they
French? topics should check that have learnt.
the information is
correct.
 They should respond to
the information being
presented.
HOMEWORK To consolidate  Ask members of your family or  Speak to family IND
language friends to tell you about any special members.
3 MINUTES (FOR practised abilities they have. Write a  Write the paragraph.
INSTRUCTIONS) paragraph explaining what your
family members can do. Use your
dictionary, if necessary.
Appendix 1

Drive a car

Speak French

Speak Italian

Play Tennis

Ski

Swim

Play a musical instrument

Cook