SPEAKING LESSON PLAN

Zeynep TÜRKSOY 070565112

Time: 15min. Level: Intermediate Age: Adolescent Materials: Video, pictures, video of karaoke, cover, desks and chairs, papers , reward, table of the contest Interaction: T-Ss, Ss-Ss Assumptions: They can benefit from the given useful languages in their speech. Students know the conjuctions. Anticipated problems: Students may not want to sing the song in front of the class, or everybody wants to be the singer, which is impossible. They couldn t also follow the lyrics while playing karaoke. The students selected as singers do not speak in English but just sing the song.

Solutions: It can be made a random chose. It can be selected a slow song and the one that can be easily understood. The students selected as singers will be the speakers in other activities.

PRE-SPEAKING Time: 7 min. Materials: Video, pictures Interaction: T-Ss What students do: The students answer the teacher s question. They will listen to a song with a video, and write their comments about the video. Grouping: Whole class Aims: To get students to warm up To motivate students

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To attract their attention to the topic To have students involve in the course getting fun To have students think critically

Steps: 1. The teacher and students greet each other. 2. The teacher reflects a photograph of Cat Stevens. 3. The teacher asks students, Do you know him? 4. If students know him, the teacher asks Have you heard about the recent news about him? , if students do not know him, the teacher recognizes him briefly. 5. The teacher tells He is thinking of joining the contest American Idol but the Turkish version of it, Yetenek Sizsiniz Türkiye . 6. The teacher asks if students know which song Cat Stevens is planning to song in the contest. 7. The teacher wants them to note down their critics about the song, and has students listen to the song Cat Stevens plans to sing in the contest. 8. The teacher gets students opinion about the song.

While-speaking Time: 8 min. Materials: Desks and chairs, cover, video of karaoke, table of the contest, papers, reward Interaction: T-Ss, Ss-Ss What students do: Students work in groups of four, and they sit the jury chairs in turn. Five of the students are selected as Cat Stevens. While Cat Steven sings the song My Lady D arbanville , the jury listens to him, and write down their comments. After the song finishes, the jury talks about their reflections by benefiting from the paper on which useful phrases are written. Before speaking about their comments, they give mark to Cat Stevens. At the end of the contest, the students who get the high mark from the jury will be the winner, and the winner is rewarded with a hand -made cheque by the teacher. Grouping: Five Cat Stevens and groups of four

Aims: To have fun To encourage students to speak in a funny atmosphere To create a communicative atmosphere in the class To have students use the functional lang uage with an enjoyable activity

Steps: 1. The teacher asks if they want to be in jury s shoes. 2. After getting the responses, with the assistance of students, the teacher creates a contest atmosphere to make students feel as if they were in a real contest. 3. After preparing the ambience, the teacher asks how they express their opinion about the song when they become the jury, or how they can say if they share the same idea with the group members or not. 4. Students are supposed to say I agree with you. 5. The teacher asks another options to it, and tries to elicit the alternatives. 6. The teacher reflects the answers on the board, and gives papers on which the useful language is written. 7. The teacher gives them a minute to look through the paper with us eful language. 8. The teacher reminds juries that each of them has 3 to 4 minutes to talk about their comments. 9. After that, contest begins. 10. The teacher writes the marks s/he gets from the jury on the board. 11. The teacher listens to the jury s comments, and notes down the errors and mistakes. 12. After the contests over, the winner is rewarded with a cheque. 13. Lastly, the teacher corrects the errors and mistakes they did. (by giving option, peer correction or repetition; depending on the mistakes and errors.)

Post-speaking Time: ---Materials: Paper Interaction: T-Ss What students do: Students are required to write a paragraph supporting their agreement or disagreement about the song and the singer. Grouping: Whole class Aims: To practice some conjuctions in terms of agreement and disagreement To improve their writing skill

Steps: 1. The teacher tells students, The manager said you needed to write a paper your comments are written on. , by saying, they also keep the results of the contest in written in order to give students a purpose to write. 2. The teacher asks if they can write by using the given phrases or they need another ones. 3. After getting the responses, the teacher reminds conjuctions they have learnt. 4. The teacher takes their attention to think in terms of agreement and disagreement. 5. With the assistance of brainstorming, they make a list of conjuctions. 6. The teacher tells students to begin their writings in the classroom by making use of the list, and complete the work at home for next class. 7. And they have a break.

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