Teacher : Hassan Ait Hammou School : Errazi high school

Class/ Level : 1st Bac Materials : Textbook, Board

Textbook : Ticket to English
Unit 1 : Education Lesson : Introducing the unit: some factors affecting education
Focus : speaking Time : 55 mins
Integrated component: Vocabulary
Integrated skills: writing
Objectives : By the end of this lesson Ss will be able to :

- Identify some vocabulary items related to education.

- Discuss some factors affecting education.
- Give a group presentation in front of the class.
Stage / Time Activity Procedure
Warm-up greeting -T greets Ss:” Good morning”
5 min -T. asks: “How are you doing?”
Setting up -T says: Today we start a new unit about education.
15 min -T draws a spider diagram on the board and he writes the word “Education” in
the middle.
- T asks student to describe the pictures (page 9) he tries to activate their prior
knowledge by eliciting answers. The pictures represent these Items: child, baby
Pictures playing/family/school/technology, mass media/society, community.
description -Ss add other words related to education to the diagram.
Brainstorming -T shows to Ss that these 4 factors affect education :
1-Family
2-School
3-technology/mass media
4-society/community
-T asks Ss to classify the 4 factors in terms of importance(Ex 3 page 9)
-T instructs Ss:
- Make groups of 4.
Introducing the - Each group will discuss one of these factors :(T points at the factors on the
speaking board and assigns one factor to each group)
activity - After discussing the factor, write a speech about “how can this factor affect
education?”
- Then, Choose a spokesperson for your group to read the speech at the end.

Speaking Discussion -While Ss are speaking/discussing the given factor:

Practice -T circulates, listens, and takes notes of language errors but doesn’t correct
20 min immediately.
-T is monitoring, guiding, and scaffolding Ss.
Feedback Speech -After Ss finish discussing and writing, T asks the spokesperson of each group
15 min performance to perform the group’s speech.
-While they are performing; T takes notes about their mistakes, language used,
and intonations…..

……. After they finish.

- T gives a verbal feedback about the Ss’ performance and the language used
- T writes mistakes on the board (grammatical, pronunciation, the appropriate
use of vocabulary….)
- T gives priority to peer-correction
- T explains if necessary.
End of the session - T asks Ss to copy down the spider diagram to their copybooks
5 min
Homework
Speaking Lesson Plan