SE1 Unit 3

Speaking, Page 74

This is an SE1 Unit 3 Speaking lesson in which students ask and answer information and yes/no questions in student-created mini interviews on topics of the students' interests.

This is the plan for this lesson, and if you would like your own copy, please click on the blue attachment link below.



Lesson Plan SE 1.3 Speaking

 
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
·         Speaking

 

Which aspects of language will students focus on?  e.g. vocabulary (words, phrases, idioms, etc.),  pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
·         Asking and answering initial and follow-up questions (mainly information and a few yes/no)
·         Using some of the functional interview language, SE1.3 Pg 75, Act 2

 

Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
·         No

 

Objective:  Students Will Be Able To…. 

·         Ask and answer information and yes/no questions in student-created mini interviews on topics of S interest
 
Competencies:  Which competencies in the AEF are you working toward or plan for the learners to achieve today?  (They should be adapted from the AEF to reflect the specifics of your lesson.)

·         Can sustain an oral narrative  (story, personal experience or event) or a description on a variety of topics of interest

When and how will I check my students’ progress toward the objective(s)?
·         I can hear and see Ss answering questions about the reading passage and filling in the grid

·         Can sustain an oral narrative  (story, personal experience or event) or a description on a variety of topics of interest consisting of one to two paragraphs loosely organized by topic and basic connectors.

 
Required materials and/or resources:

·         Textbook SE 1.3 Pg 74, listening transcript Pgs v-vi, pens, pencils, paper

 

 

Personal Goals:  What aspect of your teaching are you trying to improve?  Which teacher competency is this related to?

·         The teacher plans lessons that have communicative objectives[1] and whose steps build toward meeting them.

·         The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating about themselves and their community, and about their country and the world.

 


 


Time

By the end of the stage, students will be able to

Rationale

(Why do we want our students to do this?)

Interaction Pattern &

VAKT[2]

Procedure

Materials

5 min

Review what they did in the previous class

 

Ss need to remember and review what they studied in a previous lesson
 
Ss-Ss, Ss-T, T-Ss
 
VAT
 

Review

·         T asks Ss to open books to Pg 74, Act 1.  T asks questions to help Ss remember the previous lesson such as, “What’s in the green box? What type of questionnaire is it? What is the topic of the questionnaire?”

 

Textbook

SE 1.3

Pg 74

Act 1

 

 

10 min

Transform vocabulary items from the questionnaire into possible interview questions and find the actual questions used in the interview

 

Ss need to practice noticing and  forming questions so that they have a better chance to form and use them correctly
Ss-Ss, Ss-T, T-Ss
 
VAT
 

Review & Noticing

·         T reminds Ss that the interviewer asked questions. T asks Ss to look at the questionnaire and to create information and yes/no questions for each of the leisure activities on the form, for example “Do you like listening to music?” (initial question) and “Oh really? What kind of music do you like listening to?” or “Why not?” (follow-up questions) T monitors, noting any errors.

·         After Ss have created and shared answers to the questions, T brings the class together to address any errors in the question and answer formation and to check Ss’ understanding.

·         T hands out transcript of the listening and asks Ss to read through it quickly to find the questions and answers in the interview.  T asks Ss to circle any that are the same and to underline the ones that are different from theirs. T monitors and helps where necessary.

·         T asks Ss work in small groups to list the question words used in the transcript to ask about leisure activities and to add others they used earlier.

·         T checks with the whole class and makes sure that Ss understand the meaning of each.

 

Textbook

SE 1.3

Pg 74

Act 1

 

 

Listening transcript for SE1.3, Pg 74, Act 1 interview

 

 

Pens

Pencils

Paper

 

 

 

5 min

Practice the target structure by using the transcript and playing the roles of interviewer and informant

 

Ss need an opportunity to practice the language in a clear, controlled way so that they can clarify, remember, and internalize it.
T-Ss, Ss-Ss
 
VA
 

Speaking Practice 1

·         T asks all Ss to read through the interview alone.

·         T tells Ss that one will take the role of the interviewer while the other will take the role of the informant, reading the transcript out loud. T models with one S, and asks a pair of Ss to model.  Then, in pairs, Ss take a role and read the interview out loud. Ss change roles and read it again, using the transcript.  T monitors and helps with pronunciation as necessary.

·         T tells Ss to put the transcript away and to do the same thing again using the questionnaire from page 74 as a prompt. T models with a student and then has 2 Ss model. Pairs of Ss then do the same.

 

Transcript

 

Textbook

SE 1.3

Pg 74

Act 1

10 min

Write questions on topics of interest that they will then use to interview their classmates

Ss need an opportunity to think about topics they’re interested in and to create questions before being asked to do the interviews
T-Ss, Ss-Ss
 
VAT
 

Brainstorming Topics and creating questions

·         T tells Ss to brainstorm topics that they are interested in asking their classmates about. T models by partially brainstorming a few topics he/she is interested in onto the board.

·         Ss brainstorm in small groups for about 2 minutes and make a list of their ideas.

·         T asks Ss to choose one topic they are most interested in from their own brainstorms.

·         T tells Ss they are going to write 3 questions on the topic, which they will use to interview classmates. T models by writing 3 questions on one topic from his/her list of topics on the board (these can be written before class to save time). T gives Ss time to write their 3 questions, monitoring and helping where necessary.

 

Pens

Pencils

Paper

 

Board chalk

15 min

 

Interview their classmates in a mingle activity asking and answering questions and using interviewing language covered in a previous class

 

 

 

 

 

 

 

 

 

 

 

 

 

Share their questions and answers with a classmate

Ss need an opportunity to use language they’ve studied in a freer activity in order to help them learn it.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Ss need ‘safe’ time to practice doing something they may be asked to do in front of the whole class.  In big classes, Ss working pairs provides more speaking time for each S.
 
T-Ss, Ss-Ss
 
VAT
 

Interviews

·         T gives Ss 2 minutes to review language for conducting an interview Pg 75, Act 2.  T tells Ss that not all the language in Act. 2 will be appropriate to interviewing friends/classmates and to look at the list to choose language they could use (e.g., Hi! Can I ask you some questions about…?  My first question is… OK. Thanks.  Oh do you?  How often…? Well, thanks.  Thank you very much for answering my questions.)

·         T tells Ss to interview as many of their classmates as possible (at least 3) in 6 minutes (mingle activity) and to note down answers as their informants are speaking. T models with a student.

·         T stops activity and asks Ss to read through the answers so that they can report on what their classmates said.

·         Ss share interesting things they learned from and about their classmates with a partner.

 

Note to Ts:  The information Ss collect during this interview activity will be used during the SE1.3 Writing lesson.  It is essential that Ss keep the information and bring it to that class; alternatively, Ts can collect Ss’ notes, keep them and give them back to Ss for the writing activity.

 

Pens

Pencils

Paper

 

Textbook

SE1.3, Pg 75, Act 2

5 min

Report on their topic and some of answers to their questions and hear others’ topics, questions and answers they got.

 

Ss need an opportunity to share what they did and learned about others with the entire class.
Ss-Ss, T-Ss
 
VA
 

Reporting

·         T asks some Ss to share their topic, questions, and something interesting they learned about a classmate they interviewed.

 

 

 



[1] Communicative objectives: the purpose of the lesson is for students to improve their ability communicate so that by the end of the lesson they have developed skills to better exchange real-life thoughts, messages or information.

[2] VAKT = Visual, Auditory, Kinesthetic, Tactile

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Brian Long,
Oct 18, 2009, 2:08 PM
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