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Speaking Lesson Plan
Speaking Lesson Plan
Topic:
Speaking
Class/level:
High level
Duration of Class:
60 minute
Number of Students:
Thirty
Language Skill:
Speaking skill
Method:
Direct Method
Material provided:
Handouts
Class Formation:
There are a number of problems which the students can face while doing learning this skill which
are as following:
The goal of teaching speaking skills is to improve communicative efficiency. By learning these
skills the students will be able to:
Warm up and brainstorm: in this session the teacher will first give a listening exercise to
the students by making them attentive to hear a dialogue and a pattern of speaking between two
or three persons. By listen all this, students will come to know that how they have to act and do
role plays with their fellow beings. Furthermore teacher will ask about the experiences of
learners while communicating with others in the specific situation. Meanwhile the teacher will
also distribute the flash cards on which instructions and cues are given.
Presentation:
After listening to the dialogue, the students will emphasize upon the flash cards on which
instructions are given to them related to the role plays. The students will make complete
sentences in their minds. The students will make their fellow beings to listen to their dialogues.
Teacher will give the instructions regarding the vocabulary needed for the task further on.
Practice:
The students will now imagine themselves as they are actors and active members of the
society according to different roles. With the help of instructions written on the card the students
will utter different dialogues and will play their role. Students will now start practicing the
dialogues with the other fellows. Teacher will instruct the students to complete their dialogues
according to the role which they have to adopt. So this activity is very helpful for learners to
communicate fluently and confidently. In this way their way of communication and speaking
will improve.
Activity
After comprehending the situation and subject of their conversation, the students can
attempt any activity. These activities will play a vital role to speak with people of different
professions in the society. Students speaking a foreign language often feel shy to convey their
messages so such activities will help them to raise their level of confidence in order to speak
fluently.
Production:
Activity#1
The following example of the quality of language that is sometimes produced as students
practice in speaking functions of language. One student is playing the role of a doctor and the
other a patient, and they are talking about a health problem. Students are given certain material to
speak up.
S2: Five.
S1: Problem?
S2: A pain.
It has a pain in . . . ?
S2: In my backbone.
S1: Ah. Let it . . . getting, er . . . worse. It can be, er . . . very serious problem and you are, you
will go to New York to operate, so . . . operation . . . the 3 January or in February. And after
treatment you will be able to sit, stand, and walk and even to run.
Activity#2
Directions II
Activity#3
Guided Activities
Certain key words are given to students to speak up by using those words.
Activity# 1
Key Vocabulary
Ordering a Meal
Activity# 2
Key Vocabulary
Big City Electricity, account number, overcharged for the past month, sorry about the
misunderstanding, Thank you for your help in clearing this up…
Customer Service Representative: Hello, Big City Electricity, how may I help you today?
Mr. Sameer: I'm calling concerning my electricity bill.
Customer Service Representative: Thank you; what can I help you with?
Mr. Sameer: I think I've been overcharged for the past month.
Customer Service Representative: I'm sorry to hear that. Why do you think we charged you
too much?
Mr. Sameer: The bill is 300% higher than last month.
Customer Service Representative: I'm sorry to hear that. Let me ask you a few questions and
then I'll see what I can do.
Mr. Sameer: OK, Thank you for your help.
Customer Service Representative: Of course, thank you for calling this to our attention. Now,
how much do you usually pay for your electricity?
Mr. Sameer: I usually pay about 500 rupee a month.
Customer Service Representative: Thank you. And how much did we charge on this bill?
Mr. Sameer: 15000 rupee. I can't understand why.
Customer Service Representative: Yes, Mr. Sameer. Was your usage different in any way?
Mr. Sameer: No, it was an average month.
Customer Service Representative: I'll contact a service representative to come out and check
your meter. What's your address Mr. Sameer?
Mr. Sameer: 114 street no 4.
Customer Service Representative: I'm terribly sorry about the misunderstanding. We'll do our
best to change this as quickly as possible.
Mr. Sameer: Thank you for your help in clearing this up.
Activity# 3
Key vocabulary
The Republicans and the Democrats, nominees, you're a pessimist, Short simple statements, I
agree with you. If you can vote, vote!
Presidential Elections
Ayan: I think you're right. The Republicans and the Democrats are fighting for every vote.
Ayan: Yes, I watched a little bit. The party platforms are extremely different.
Tahir: Yes, they are! Watching them on TV, it was hard to believe they come from the
same country!
Tahir: Hmmm, anyway the delegates certainly clapped hard for their nominees.
Ayan: But it was the same stump speech over and over again. In both parties!
Tahir: That's what politicians do best. Talk ... the problem is whether they actually do very
much.
Tahir: I wouldn't say that. It's just that I'm sick and tired of all the attack ads.
Ayan: I see your point. It would be nice to know what they want to govern the country, rather
than why they think the other guy isn't any good.
Tahir: They treat us like idiots! I hate sound bites, Short simple statements that don't really give
me much information. Treat me like I have a brain.
Ayan: Some say we get what we deserve. Voter turnout is so low; perhaps we don't deserve any
better.
Tahir: But that's why people don't come out to vote. They don't feel represented even if they do
vote.
Tahir: Of course! I'm a registered voter and I go to the voting booth to vote. I want that vote to
represent my voice.
Tahir: bye.
Free Activities
Activity# 1
Doctor: Good afternoon. Have a seat. So, what have you come in for today?
Patient: Thank you. I'm feeling ill, I've got quite a bad cough, but I don't seem to have a
fever.
Patient: Oh, I've had the cough for two weeks, but feeling ill just these past few days.
Doctor: OK. Now let's have a look. Could you please open your mouth and say 'ah'?
Activity# 2
Customer Service Representative: Fine. Can you fill in this form, please?
Mr. Ahsan: Certainly.
Peter: Ha, ha! You certainly don't look your age! You look older!
Mr. Anderson: Very funny, Ali. Let's continue, ok?
Ali: Fine. Right. Here you go; your form is filled out.
Mr. Ahsan: Thanks for your help Peter.
Caller 1: OK, Dr. Ali can see you tomorrow. Can you come in the morning?
Caller 2: Yes, tomorrow morning is fine.
Caller 1: Yes, here you are. OK, I've scheduled for ten o'clock tomorrow morning.
Caller 2: Thank you.
Caller 1: Drink plenty of warm fluids and get a good night's sleep!
Caller 2: Thank you. I'll do my best. Goodbye.
Caller 1: Goodbye.
Through all these activities we come to know that, Direct Method aims at establishing the direct
bond between thought and expressions and between experience and language. It is based on the
assumption that the learner should experience the new language in the same way as he
experienced his mother tongue.
In the Grammar Translation Method, the foreign concept or idea is first translated into the
mother tongue and then understood. But in the Direct Method the intervention of the mother
tongue is done away with the learner understands what he reads or hears in the second or foreign
language without thinking of the mother tongue equivalence. Likewise, he speaks or writes the
foreign language without the need of translating his thought or idea from the mother tongue into
the second/foreign language.
Learners can make their speaking flawless and fluent through these principles of this method,
oral training, Inhibition of the Mother Tongue and inductive teaching of grammar. This method
is based on sound principles of education. It is a natural method. No gap between active and
passive vocabulary. Although this method is so helpful in learning speaking in target languages.
References
http://www.cambridge.org/other_files/downloads/esl/booklets/Richards-
Teaching-Listening-Speaking.pdf
http://esl.about.com/od/beginnerpronunciation/a/bd_restaurant.htm
http://esl.about.com/od/beginnerpronunciation/a/bd_airport.htm
http://esl.about.com/od/beginningvocabulary/a/basic_conv.htm
http://esl.about.com/od/businessenglishdialogues/a/electricity_bill.htm
http://esl.about.com/od/intermediatereading/a/d_msymptom.htm
http://iteslj.org/Lessons/Parker-Speech.html