Planning date: ___________

Teaching date: ___________

Period: _____
LESSON PLAN
TIẾNG ANH 11 FRIENDS GLOBAL
UNIT 6: HIGH-FLYERS
LESSON 6G - SPEAKING: GUIDED CONVERSATION
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use indirect questions to sound more polite in formal situations
- Gain useful language sequence ideas.
2. Competences
- Discussing a possible job with the manager of a café
- Understand a job interview with a hotel manager
3. Personal qualities
- Build their awareness of requirements and manners when applying for a job.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 6, Speaking
- Computer connected to the Internet
- Projector / TV
- PowerPoint Unit 6G

III. PROCEDURES
1. ACTIVITY 1: WARM-UP / LEAD-IN (8 mins)
a. Objectives:
- Introduce the new lesson and set the scene for Ss to acquire new language.
- Get students' attention at the beginning of the class.
- Activate Ss’ background knowledge.
- Students can gain more confidence and interest in the lesson.

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 b. Content:
- Who am I? (Activity)
- Exercise 1. (p.80)
c. Products:
- Ss work in groups, say aloud their answers, and express their opinions.
d. Organization

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENT

Who Am I? (5 mins)

- T shows job descriptions/ clues for students to guess

what the jobs are. Keys:
1. This is a person who is hired to look after children 1 babysitter
temporarily, typically while parents are away for a
short period.
It can be a part-time job.

2. This is a trained professional whose responsibilities 2 Firefighter

are extinguish fires, rescue people, and protect
property.
It can be a dangerous job.
3. This is a professional whose job is to design new
3 Architect
buildings and make certain that they are built correctly.
It can be a high-paying job.
4. This is a person who selects and plays recorded
music for an audience. This person often performs at 4 DJ
clubs, parties, radio stations, and other events, using
mixing equipment to blend tracks and create a
continuous flow of music.
It can be an amazing job for those who loves music.

- T explains any new words that Ss may not know.

- Ss raise their hands to answer.

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Exercise 1: Why do people go abroad to work? Think of at least three reasons. (3 mins)

- Students discuss the question in pairs. Key:

Why do people go abroad to work? Think of at least People go abroad to work for various
three reasons. reasons, including
- T elicits some answers. - To seek better job opportunities and
higher salaries.
- To gain international work experience and
improve language skills.
To get the experience of working abroad.
- To earn money
- To find chances for travelling

e. Assessment
- Teacher observes the groups and gives feedback.
- T and other students give feedback to individual answers.
2. ACTIVITY 2: PRE-SPEAKING (22 mins)
a. Objectives:
- Ss gain vocabulary to move the conversation on.
- Ss understand strategy to answer all the points in the speaking task.
- Ss form indirect questions correctly to ask for information politely.
b. Content:
- Exercise 2 (p.80)
- Exercise 3 (p.80)
- Exercise 4 (p.80)
- Exercise 5 (p.80)
- Exercise 6 (p. 80)
- Exercise 7 (p.80)
c. Products:
- Ss do exercises in the book, discuss with their friends.

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 d. Organization

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENT

Exercise 2: Compare and contrast the photos of people working abroad. What are the people
doing? (2 mins)

- Teacher focuses attention on the photos and ask (Possible answer)

students what the girl in each photo is doing.
In Picture A, a woman is seen working in a
coffee shop or restaurant, perhaps serving
customers or preparing food and drinks.
In Picture B, a woman is shown doing
gardening work, possibly tending to plants,
flowers, or vegetables.

- T elicits answers. Both photos depict people working abroad

in different industries and settings. While
Picture A is related to the food and
hospitality industry, Picture B is associated
with agriculture and landscaping

Exercise 3: Read the Speaking Strategy above and the task below. Then listen to a student doing
the task. Which phrases from the strategy does she use? (5 mins)

- T goes through the Speaking Strategy together.

- T gives an example of each of the phrases in the
Speaking Strategy in a sentence, e.g.
Moving on to the question of salary, could you tell me
how much I would earn?
Another thing I wanted to ask is what time would I start
and finish work?
Something else I’d like to ask about is the dress code at
work.

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Could I ask you about lunch breaks?
Speaking of the uniform, would you provide me with
one?
That reminds me, would you expect me to work at
weekends?
- T asks students to read the task.

Answer:
- T plays the recording for students to note down the
phrases that the student uses. Something else I’d like to ask about is …
Moving on to the question of …
- T checks answers as a class.
Could I ask you about …?

Exercise 4: Listen again. Complete the questions that the student asked with the phrases below.
(5 mins)

- T plays the recording again for students to complete

the questions.

Indirect questions

Could you tell me ...?

I was wondering...

I'd like to know... (x 2)

May I ask...?

I'd be interested to know...

Answers:

1. I was wondering if I could discuss it with

1 ... if I could discuss it with you. you.

2 ... what the job involves. 2. I’d like to know what the job involves.

3 ... what I would be doing in the restaurant?
4 ... when I would start and finish work exactly.
5... what the salary is?
6 ... if accommodation is included.
3. Could you tell me what I would be doing
in the restaurant?
4. I’d be interested to know may I
ask when I would start and finish work
exactly.
5. May I ask what the salary is?

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 6. I’d like to know if accommodation is
- T checks answers as a class. included.

Exercise 5: Read the Learn this! box. Why does the student choose to use indirect questions in
exercise 4? (4 mins)

- Students read the Learn this! box and answer the

question. (Possible answer) The student uses indirect
- T checks the answer as a class. questions to sound more polite.

Teacher can let students do Grammar Builder 6.3 (p.125) for further practice
Indirect questions
We make indirect questions with phrases like Can you tell me ...? and Do you know...? We use them to
sound more polite in formal situations.
Excuse me. Do you know where the bank is, please?
To make a yes / no question into an indirect question, we use if or whether.
Could you tell me if the film has started yet?
May I ask whether this seat is free?
To make a wh-question into an indirect question, we use the question word.
Would you mind telling me what time it is?
The word order and verb forms in an indirect question are the same as in an affirmative statement.
Could you tell me if there is a train to London after ten this evening?
1 Where is the post office? (Could you tell me) 1. Could you tell me where the post office
is?
2 Do you have any mayonnaise? (I was wondering)
2. I was wondering if you have any
mayonnaise?
3 What time does the film finish? (I'd like to know)
3. I'd like to know what time the film
4 What is your name? (May I ask) finishes.
4. May I ask what your name is?
5 What is the salary for this job? (I'd be interested to 5. I'd be interested to know what the salary
know) for this job is.
6 Should I apply for the job online? (I'd like to know) 6. I'd like to know if I should apply for the
job online.
7 Did you receive my application? (I'd be interested to 7. I'd be interested to know if you received
know) my application.
8. Could you tell me when the train leaves?
8 When does the train leave? (Could you tell me)
9. I was wondering if you have a table for
four.
9 Do you have a table for four? (I was wondering)
10. May I ask when the interviews will take
place?

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10 When will the interviews take place? (May I ask)

Exercise 6: Read the task below and think of at least six indirect questions that you could ask the
café manager. Make sure you cover all four points in the task. (3 mins)

- T goes through the instructions and task together.

Could you tell me what the job involves?

You are looking for a holiday part-time job. You have

seen a job advert for waiters and kitchen staff in a café.
Discuss the job with the manager of the café. Cover (Possible answers)
these four points:
1. Could you tell me what the job involves?
* Responsibilities 2. May I ask if I would work both in the
kitchen and as a waiter?
* Experience required
3. I was wondering what exactly I would be
* Your personal qualities doing in the kitchen.

* Hours of work and salary 4. I was wondering if I need to have any

- T focuses attention on the example question.
- T asks students to write a question for each of the
points in the task. With a weaker class, ask students to
think of making direct questions and they can make less
than six questions.
- T elicits questions.
working experience. could you tell me what
personal qualities the job requires?
5. I’d like to know what the hours of work
are.
6. I’d like to know if I would get any days
off.
7. I’d be interested to know what the salary
is.
8. May I ask if accommodation is included?

Exercise 7: Work in pairs. Swap the questions you wrote in exercise 6 and write answers to them.
Use the phrases in exercises 4 to help you. (3 mins)

- With a weaker class, T goes through each of the points Answer: Ss’ own answers
and elicits the responsibilities of working in a café,
relevant experience that would help an applicant and
appropriate personal qualities.
- Students swap questions and write their answers.

Could you tell me what the job involves?

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- It involves greeting customers and taking orders.

- Sometimes you will have to work in the kitchen.

- T circulates and monitors, helping with vocabulary and

grammar where necessary.

e. Assessment
- Teacher checks students’ understanding of speaking strategy.
- Teacher observes Ss’ writing of vocabulary and answers on their notebooks.
3. ACTIVITY 3: WHILE-SPEAKING (10 mins)
a. Objectives:
- Ss describe Discussing a possible job with the manager of a café
b. Content:
- Exercise 8. (p.80)
c. Products:
- Students discuss with their friends, take notes and give a talk.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENT

Exercise 8: Take turns to do the task in exercise 6. Use the questions and answers you prepared
in exercises 7. (10 mins) – ROLE PLAY
Answer: Ss’ own answers
- In pairs, students do the task in exercise 7 using
the questions and answers they have written.
Remind them to use the phrases in the Speaking
Strategy to move the conversation on.
- T asks a few pairs to act out their conversation.
Or
- T can conduct Role play activity: ask some
students to be the board of interviewers and let
some students volunteer to be interviewees. Then
T and the whole class vote who’s the best fit for
the job.

e. Assessment
- Teacher observation on Ss’ performance.

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 4. ACTIVITY 3: POST-SPEAKING (8 mins)
a. Objectives:
- Ss can improve their speaking based on feedback.
b. Content:
- T’s feedback and peer’s feedback.
c. Products:
- Students take notes of their mistakes.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENT

Feedback and Correction (8 mins)

- T invites some students to give feedback on their Students’ mistakes in speaking.

friends’ speaking.
- T writes sentences with significant errors in them on
the board, without saying who made the errors.
- Ss identify and correct them.

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
5. CONSOLIDATION (2 mins)
a. Wrap-up
- If T is using the Classroom Presentation Tool, first do the lesson closer to review what has
been covered in this lesson.
- T asks students: What have you learned today? What can you do now? and elicits answers: I
can exchange information about holiday jobs and use indirect questions to ask for
information.
b. Homework
- Prepare for the next lesson