Task. Read the lesson plan. Descriptions for the Procedure stages have been removed.
Find
them at the end of the lesson plan and put them back into the lesson plan.
LEVEL:
TIME:
MAIN AIMS:
SUB AIMS:
PERSONAL AIMS:
(Teaching skills I as a teacher
want to improve)
CLASS PROFILE:
(short description of your class,
highlighting main characteristics)
ASSUMPTIONS:
(what guesses you can make
with regard to your learners
prior knowledge, readiness,
interests)
ANTICIPATED PROBLEMS
AND SOLUTIONS:
(Based on the assumptions, what
kind of challenges do you
anticipate and how will you solve
them if they arise)
ASSESSMENT TYPES
(which assessment forms do you
plan to use - summative,
formative, peer, self)
METHODS:
(specify the concrete tools)
AIDS/MATERIALS:
(list all the resources you
will need for implementing
the planned lesson)
Speaking Lesson Plan
Beginners
50 minutes
• By the end of the lesson, learners will be able to order food and drink
in a bar or café.
• They will be able to define the following vocabulary related to food
and drink:
Sandwich, cake, coffee, tea, ice cream, milk, chocolate.
• To reduce TTT
• To make the lesson varied and engaging
• To maximize student participation
• To drill thoroughly
The class is a multilingual class of adults, probably unused to the
communicative approach of teaching
Students are complete beginners so haven’t come across any of this language.
PROBLEM: Students will be confused about meaning of target language
SOLUTION: use clear visuals and flashcards, as well as gestures and facial
expression to get the meaning across.
PROBLEM: confusion between spoken and written forms – since Arabic has a
different scrips
SOLUTION: Limit the written form to transliteration, not Arabic script
Formative assessment
Thumbs up/thumbs down
Flashcards of food and drink
Realia: chocolate bar, coffee
Flashcard of a bar or cafe
 48
Teacher: Grade: Date: Duration:

Lesson focus: Speaking

Stage Aim Procedure

1. Lead in To enable students to greet ----------------------------------------------

each other.

1. Presentatio To clarify meaning of words ---------------------------------------------

n of through pictures
vocabulary

3Focus on form To introduce ---------------------------------------------------

countable/uncountable

4 Focus on To highlight sounds and stress ----------------------------------------------------

pronunciation
To consolidate new vocab.

5 Board work To provide Ss with a written --------------------------------------------------------

and written record of new vocab.
work

49
6 Controlled practice To provide controlled practice --------------------------------------------------- 10 min.
Dialogue build of new vocab and aid S-S
memorization.
To enable Ss to order food and
drink in a bar.

To practice vocab in practice 5 min.

Ss-Ss

7 Freer practice To provide freer practice of the ----------------------------------------------------------------- 5 min.

target language S-S

8 Feedback To encourage Ss and provide ------------------------------------------------------------ 3 min.

them with feedback T-Ss

50
 Removed procedure descriptions

A . T elicits which column to put flashcards in:

countable/uncountable

B. Ss practice dialogue choosing which food and drink to order and alternating roles.
T monitors: Notes errors. Corrects on the spot if necessary.

C. T greets students: Good morning and elicit response: Good morning. Drill: open and closed
pairs.

D.T breaks down syllables on fingers, emphasize stress. T drills chorally, in groups and
individually.
T recycles all new words: out all flashcards face down on the floor and invites SS to guess the
words.

E T highlights common errors at the end of activity and elicits corrections

F. T plays pelmanism with pictures and transliteration of words.

T sets the scene with flashcards of bar and time:11 a.m.

T elicits/models the following dialogue (using gestures/visuals):

W: Good morning.
C: Good morning. Can I have a sandwich and one coffee, please?
W: Sure, one sandwich and coffee with or without milk?
C: With milk.
W: Here you are. C: Thank you.
T drills in 2 groups, each taking different half of the dialogue.
Substitution drill, replacing different items of food and drink

G T places flashcards of food and drink on the floor in two columns – elicits/models vocabulary:
a sandwich, cake, coffee, tea, Chocolate, a biscuit, an ice cream, and milk.

H. T elicits words onto the board marking pronunciation. T allows the Ss to write the words
down.

Put your answers here or in the lesson plan above.

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