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Lesson Plan for Speaking

Lesson Plan for Speaking

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Published by Zeynepp Sakalli

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Published by: Zeynepp Sakalli on Apr 01, 2011
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04/01/2011

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LESSON PLAN Time: 15min.

Level: Intermediate Age: 16-17 Materials: A dialogue, a list of useful phrases reflected to the board, role cards. Interaction: T/Ss, Ss/Ss Assumptions: The Ss know tenses, modals, the names of the illnesses. Anticipated problems: Some Ss may not want to speak or participate in the activities, but the teacher insists on their speaking. PRE-SPEAKING Time: 6 min. Materials: A dialogue and a list of useful phrases reflected to the board. Interaction: T/Ss What students do: The Ss listen to the dialogue that one of their friends and their teacher act out. Grouping: Whole class Objectives: Steps: • The teacher starts the lesson by telling about her illness: “I’m not feeling good because I have a headache. I went to the doctor and he told me that I should stay away from being nervous and sleepless.” • The teacher asks the Ss whether they have ever experienced a doctor visit. She asks about the conversation between the doctor and them. “Have you ever visited a doctor because of your illness? What did you tell? What did the doctor said?” • After collecting the experiences, the teacher tells “I have a sample dialogue between a doctor and a patient. Who wants to act it out with me?” After acting out the dialogue, the teacher asks “Did you pay attention to the sentences they used? How did the patient told about his/her illness? What did the doctor tell?” She picks the answers. To motivate Ss for the lesson To attract their attention to the topic To arouse their interest to the lesson

The teacher asks “Consider that you are abroad but unfortunately you have problems about your health. How would you talk to the doctor to explain your illness? Or what would the doctor tell to you?” After picking up the ideas, the teacher shows a list of useful phrases. “As you can see, there’s a list of sentences and phrases that we can use while telling about our illnesses. (The Ss look over the list.) Here, on the other hand, you can see the structures that the doctors may use when giving us advice and the structures that they can use while examining us.”

WHILE-SPEAKING Time: 8 min. Materials: Role cards Interaction: Ss/Ss What students do: The Ss have some role cards and some situations. They make up sentences by using the structures they have learnt according to the situation. Grouping: 2 groups – one consists of patients and the other consists of doctors. Aims: Steps: • • • For grouping, the T hands out some small papers which have two different signs. After the two groups are separated, the teacher gives the role cards to the Ss. One group is the doctors and the other group is the patients. The patients have different complaints about their health. The patients are supposed to walk around the class and ask some doctors to give advices to get rid of their illnesses. They should use the phrases which were covered before but they don’t have to stick to only those phrases, they can use their creativity to give advice. The doctors, on the other hand, should use the necessary grammar structures which were studied before. They also can use their creativity. “Patients, you will walk around the classroom to find a doctor. Then, you will tell about your health problem to your doctor. You can talk to more than one doctor. And the doctors, you To get the Ss involved in a conversation To encourage them to speak English To create a communicative atmosphere To get them to use the structure of giving advice (should) and expressing illnesses (“I have a headache”, “I feel sick/tired”, “There’s sharp pain in my stomach”)

will give advice to your patients according to their complaints. I believe these phrases might be helpful to you. You don’t have to stick to them but keep them in mind.” • • • Instruction checking. “Tell me the steps that you are to take!” The T gives the Ss 30 seconds to think about the illness and prepare a speech that express complaint. While the Ss are acting their roles, the teachers walk around the class and notes down the mistakes that are made by the Ss. When the activity is over, she corrects those mistakes by not addressing personally. POST-SPEAKING Time: 1 min Materials: None Interaction: T/Ss What students do: The Ss are to think about some illnesses they, their friends or their relatives have had and to write about their symptoms and solutions to those illnesses. Grouping: Whole class Aims: To revise the grammar items and useful phrases covered during the lesson To develop the Ss’ writing skills.

Steps: After the activity is over, the teacher assigns homework to the Ss by saying “This evening, I want you to think about the illnesses that you, your friends or your relatives have had. You will write down the complaints, the symptoms, and the way you/they get rid of those illnesses. What do you think the reason for them? Write a short paragraph and share it with your friends here in the class tomorrow.”

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