LESSON PLAN SE 1.

3 SPEAKING
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?

Speaking

Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.),
pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.
Asking and answering initial and follow-up questions (mainly information and a few yes/no)

Using some of the functional interview language, SE1.3 Pg 75, Act 2

Will you explicitly teach an aspect of culture in the lesson? If so, describe it:

No

Objective: Students Will Be Able To.

Ask and answer information and yes/no questions in student-created mini interviews on topics
of S interest
Competencies: Which competencies in the AEF are you working toward or plan for the learners to
achieve today? (They should be adapted from the AEF to reflect the specifics of your lesson.)

Can sustain an oral narrative (story, personal experience or event) or a description on a variety of
topics of interest

When and how will I check my students progress toward the objective(s)?

I can hear and see Ss answering questions about the reading passage and filling in the grid
Can sustain an oral narrative (story, personal experience or event) or a description on a variety of
topics of interest consisting of one to two paragraphs loosely organized by topic and basic connectors.

Required materials and/or resources:

Textbook SE 1.3 Pg 74, listening transcript Pgs v-vi, pens, pencils, paper

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher
competency is this related to?

The teacher plans lessons that have communicative objectives1 and whose steps build toward meeting
them.

The teacher chooses topics and tasks that allow learners to develop skills in learning and
communicating about themselves and their community, and about their country and the world.

Communicative objectives: the purpose of the lesson is for students to improve their ability
communicate so that by the end of the lesson they have developed skills to better exchange real-life
thoughts, messages or information.

Page1

Time

By the end of
the stage,
students will
be able to

5 min

Review what
they did in the
previous class

10
min

Transform
vocabulary
items from the
questionnaire
into possible
interview
questions and
find the actual
questions used
in the interview

Rationale

(Why do we want
our students to do
this?)

Ss need to
remember and
review what they
studied in a
previous lesson

Ss need to practice
noticing and
forming questions so
that they have a
better chance to
form and use them
correctly

Interaction
P
a
tt
e
r
n
&
VAKT2
Ss-Ss, Ss-T,
T-Ss
VAT

Ss-Ss, Ss-T,
T-Ss
VAT

VAKT = Visual, Auditory, Kinesthetic, Tactile

Page2

Procedure

Materials

Review
T asks Ss to open books to Pg
74, Act 1. T asks questions to
help Ss remember the previous
lesson such as, Whats in the
green box? What type of
questionnaire is it? What is the
topic of the questionnaire?

Textbook
SE 1.3
Pg 74
Act 1

Review & Noticing

T reminds Ss that the
interviewer asked questions. T
asks Ss to look at the
questionnaire and to create
information and yes/no
questions for each of the
leisure activities on the form,
for example Do you like
listening to music? (initial
question) and Oh really? What
kind of music do you like
listening to? or Why not?
(follow-up questions) T
monitors, noting any errors.
After Ss have created and
shared answers to the
questions, T brings the class
together to address any errors
in the question and answer
formation and to check Ss
understanding.
T hands out transcript of the
listening and asks Ss to read
through it quickly to find the
questions and answers in the
interview. T asks Ss to circle
any that are the same and to
underline the ones that are
different from theirs. T
monitors and helps where
necessary.
T asks Ss work in small groups
to list the question words used
in the transcript to ask about
leisure activities and to add
others they used earlier.
T checks with the whole class

Textbook
SE 1.3
Pg 74
Act 1
Listening
transcript
for SE1.3,
Pg 74, Act
1
interview
Pens
Pencils
Paper

and makes sure that Ss

understand the meaning of
each.
5 min

10
min

15
min

Practice the
target structure
by using the
transcript and
playing the roles
of interviewer
and informant

Ss need an
opportunity to
practice the
language in a clear,
controlled way so
that they can
clarify, remember,
and internalize it.

T-Ss, Ss-Ss

Write questions
on topics of
interest that
they will then
use to interview
their classmates

Ss need an
opportunity to think
about topics theyre
interested in and to
create questions
before being asked
to do the interviews

T-Ss, Ss-Ss

Interview their
classmates in a
mingle activity

Ss need an
opportunity to use
language theyve

T-Ss, Ss-Ss

VA

VAT

VAT
Page3

Speaking Practice 1
T asks all Ss to read through the
interview alone.
T tells Ss that one will take the
role of the interviewer while
the other will take the role of
the informant, reading the
transcript out loud. T models
with one S, and asks a pair of Ss
to model. Then, in pairs, Ss
take a role and read the
interview out loud. Ss change
roles and read it again, using
the transcript. T monitors and
helps with pronunciation as
necessary.
T tells Ss to put the transcript
away and to do the same thing
again using the questionnaire
from page 74 as a prompt. T
models with a student and then
has 2 Ss model. Pairs of Ss then
do the same.

Transcript

Brainstorming Topics and creating

questions
T tells Ss to brainstorm topics
that they are interested in
asking their classmates about. T
models by partially
brainstorming a few topics
he/she is interested in onto the
board.
Ss brainstorm in small groups
for about 2 minutes and make a
list of their ideas.
T asks Ss to choose one topic
they are most interested in
from their own brainstorms.
T tells Ss they are going to
write 3 questions on the topic,
which they will use to interview
classmates. T models by writing
3 questions on one topic from
his/her list of topics on the
board (these can be written
before class to save time). T
gives Ss time to write their 3
questions, monitoring and
helping where necessary.

Pens
Pencils
Paper

Interviews
T gives Ss 2 minutes to review
language for conducting an

Pens
Pencils
Paper

Textbook
SE 1.3
Pg 74
Act 1

Board
chalk

asking and
answering
questions and
using
interviewing
language
covered in a
previous class

studied in a freer
activity in order to
help them learn it.

5 min

Share their
questions and
answers with a
classmate

Ss need safe time

to practice doing
something they may
be asked to do in
front of the whole
class. In big
classes, Ss working
pairs provides more
speaking time for
each S.

Report on their
topic and some
of answers to
their questions
and hear others
topics,
questions and
answers they
got.

Ss need an
opportunity to share
what they did and
learned about
others with the
entire class.

Ss-Ss, T-Ss
VA

Page4

interview Pg 75, Act 2. T tells

Ss that not all the language in
Act. 2 will be appropriate to
interviewing friends/classmates
and to look at the list to choose
language they could use (e.g.,
Hi! Can I ask you some
questions about? My first
question is OK. Thanks. Oh
do you? How often? Well,
thanks. Thank you very much
for answering my questions.)
T tells Ss to interview as many
of their classmates as possible
(at least 3) in 6 minutes (mingle
activity) and to note down
answers as their informants are
speaking. T models with a
student.
T stops activity and asks Ss to
read through the answers so
that they can report on what
their classmates said.
Ss share interesting things they
learned from and about their
classmates with a partner.

Reporting
T asks some Ss to share their
topic, questions, and something
interesting they learned about
a classmate they interviewed.

Textbook
SE1.3, Pg
75, Act 2