Speaking

Aims: Help students practice speaking about “Money” and money related problems.. Objectives: By the end of the lesson, students will be able to:.[r]

Lesson Plan: Speaking

Lesson: Money

Class details: 10 first year students. Class time: 60 minutes

Aims: Help students practice speaking about “Money” and money related problems

Objectives: By the end of the lesson, students will be able to:

 Use some useful vocabulary and expressions to talk about “Money”  Speak about money problems

 Draw their own lesson about the negative side of money Materials: Slide show, Realia, Pictures, Handouts

Expected problems: Students are shy or hesitant to speak for fear of making mistakes

Stages and time

Activities Work

Arrangement

Lead – in

2m Aims: Grasp students’ attention and familiarize the topic

Steps:

1 Give instructions: Tell students to look at a slide show and guess the topic of the lesson

2 Show pictures related to money:

3 Have students guess the topic of the lesson Confirm the topic: “Money”

Pre-stage

12m Aims: Help students know the useful words for their speaking activities

 Help students review Conditional sentence type

Steps:

1 Pre-teach vocabulary: a Lottery:

- Eliciting technique: Realia - Eliciting question: What is it? b Jackpot:

- Eliciting technique: Explanation

- Eliciting sentence: When you win the biggest prize of the

lottery, it is called: jackpot c Gamble:

- Eliciting technique: Visual

- Eliciting question: What are they doing in this picture? d Negative:

- Eliciting technique: Synonym

- Eliciting question: What is the synonym of “bad”? * Steps of presenting vocabulary:

- Set the scene

- Elicit new words by using the above mentioned techniques

- Model

- Have students repeat chorally - Have students repeat individually - (Correct mistakes)

*Checking new vocabulary: Activity: Rub out and remember:

- Erase words randomly one by one and have students say out the words

2 Review Conditional sentence type  Form:

Main clause + If clause

 Usage

- This structure is used for talking about unreal/

impossible/ improbable situations in the present or in the future

- The verb to be is always “were”

- We can put the "if clause" first with a comma

between the clauses, or the "main clause" first without a comma

 Checking activity: Noughts and Crosses

- Divide the class into teams; assign one team to be Noughts and the other to be Crosses

- Give instructions: Tell students to match a phrase in column A with the most suitable one in column B to make a sentence using Conditional sentence type If the sentence is correct, that team will have a

nought/cross

- The team that first has noughts/crosses in a straight or diagonal line will be the winner

- Show the slide with column A and column B

Column A Column B

0 be a flower A fly to the moon

1 sing well B participate in the Miss World Contest

2 have a lot of money C visit the Citadel

3 exercise D go casting for the new movie

4 study harder E be a sunflower not rain F be a singer have wings G buy a villa go to Hue, Vietnam H pass the exam be more beautiful I go camping good at acting J slimmer *** Answer keys:

0 If I were a flower, I would be a sunflower If I sang well, I would be a singer

8 If I were more beautiful, I would participate in the Miss World Contest

9 If I were good at acting, I would go casting for the new movie

- Model

- Let students start the task While –

stage 30m

Aims:

 Help students use the learned expressions in a meaningful way

 Increase students’ enthusiasm in class

 Encourage students to be more confident to speak when speaking in groups or pairs

 Help students speak independently

Activity 1: Survey: What would you if you had million dollars?

Steps:

1 Setting the scene:

“Do you like to have a lot of money? Imagine that you have just won a lottery jackpot of million dollars What would you with this money?”

2 Give instructions:

- Tell students to go around the class and ask their classmates what they would if they won million dollars

3 Model and pass the handouts Give time limit of minutes

5 Remind students to find out as many answers as possible

6 Ask students to start the task Go around to help students

8 Ask for volunteers to read out their answers Have students to explain (if needed)

10 Give feedbacks

Activity 2: Picture story: Money versus Happiness

Steps:

1 Divide students into groups In each group, choose a group leader to take notes and make sure everybody

S – S

join in the task Set the scene:

“In the first activity, you have imagined what you would do with one million dollars Now we will see how a sudden luck of money can change a family’s life through the following pictures.”

3 Give instructions:

- Give time limit of minutes Give each group a set of pictures

5 Model for student: Show the picture and tell that “This is Rose’s family They were very poor”

6 Tell students to start working Go around to help students

8 Ask some groups to read out their story Give feedback:

Activity 3: Mapped dialogue

Steps:

1 Divide the class into pairs Set the scene:

“The mother in the previous story is very upset about her husband and daughter One day she meets a friend on the street She complains with her friend about her family.” Give instructions:

- Have students work in pairs and imagine that one of them is the mother and the other is her friend - Tell students to make a dialogue basing on the

following suggested cues

4 Show a slide with suggested cues:

Mother Her friend Greeting Greeting

Very /sad Why? won/lottery? Husband/gamble

Daughter/spoiled before/family/happy? Yes/now/they/ sometimes/ money change/a lot not/bring/happiness

Wish/not/win/lottery If/I/be/you/ talk/husband Thanks

5 Make first sentences to model for the students: Mother: I am very sad

Friend: Why? Didn’t you win the lottery? Set the time limit: 5minutes

Go around to help students

After minutes, call some pairs to act out their dialogues in front of the class

9 Listen and give feedback

S – S

Post – stage 15m

Aims:

 Help students use and develop the ideas they have produced in the while – stage to write a paragraph  Help students practice their writing skill

Activity: Write it up:

Steps:

1 Set the scene:

[The teacher holds a 100 dollar bill and asks if any students want it The teacher then crumples the bill and asks the same question Finally, teacher throws it down on the floor and asks whether any student still wants it The teacher emphasizes the lesson behind the story: Even if money is crumpled up, its value still remains The same goes with human’s virtue Even if we are put under difficult circumstances, we must keep our own integrity.] Ask students to write a short paragraph describing

their thoughts about the story and drawing a lesson for themselves

3 Have students to the task in 10 minutes Go around to help students to the task

5 After 10 minutes, have them exchange their works with their partners and peer-correction

Homework

1m Ask students to rewrite their paragraphs after peer-corrections

Remind students to hand in the homework in the next class