level Speak out

Students age 16-18

Length of lesson 75-90 minutes
Class size 8
Lesson title Experiences

Main aims How to say their phone numbers

Subsidiary aims Use love , like in their speaking show their
emotional
Personal aims Provide their speaking skill
Assumptions They know past tenses of grammar
Materials Ball, photos, flash cards, work sheets, film

Anticipated problems Solutions

1. They worry about listening, they cannot Explain that take notes and match the extract
understand every word with the situation
2. Students have problem with stress Prompt self- correction, practice in pairs

Time procedure Stage aims Interaction

7-8 minutes Students are provided Review the grammar SS-S
“Warm up” with a set of cards. and provide speaking S-S
Each card has either a (audio lingual) W/C
word or a picture on it,
the students use the
vocabulary and
pictures on the cards to
create a story using the
past simple and
present perfect, in
pairs make a story and
tell to others….
Then speak about last
session topic they
should practice, speak
in class and say their
experience to other
5 minutes Next wants to students To provide speaking SS-S
“Lead in” speak about their scary skill W/C
experiences, in pairs
discuss and tell to the
class
7 minutes In pairs, find the stunt To check answers and S
meaning, then read the encourage peer SS-S
 reading and discuss cooperation (CLT) W/C
the questions and
share their idea with
class(they can use
dictionary, the teacher
can help them how to
use it, before the starts
task says to students
each group should
have a dictionary check
the meaning of stunt)
And asks about Iranian
stunt have they any
information or for
more understanding
she can shows a photo
of Iranian stunt and
wants in pair they
check his information
then say in class

5 minutes Gives time to students To check answers in S

to read the article class SS-S
again and do the task To develop oral W/C
in pair, then ask fluency, encourage to
question about the give reasons for their
stunt (bad and good answers
thing about being a
stunt, would they like
to be a stunt? next do
part E in pairs
3 minutes They should find 4-5 To check in pairs and S
verbs in text and write more practice SS-S
the past tens of each
verb they can use that
work sheet the teacher
gives last session
2 minutes Do the 2 exercises in To check in pairs next S
work book check in class SS-S
W/C
6 minutes They do the tasks A: To check in class and to SS-S
and complete each encourage speaking T-S
answers, task B: then in together W/C
pairs asks to their GMT (students can
friends which verb is familiar with grammar
past perfect…. (say of native language
reasons) task C: in pairs speak and improve it)
 students ask questions
and answers in past
perfect. Task D: make a
circle in class the
teacher asks questions
about something that
they have not done,
asks question and toss
the ball to the student
she should answer and
toss the ball to teacher,
teacher ask another
question and toss to
another student she
answer and toss the
ball to teacher…….
Asks question until
everyone answer

3 minutes Task 4: Wants students To provide listening SS-S

write past participles (audio lingual) W/C
for each verb(can
check in dictionary)
they find and say to
each other in pairs, add
other past participles
whit the same sounds,
next play the recording
students check their
answers, listen and
repeat
10 minutes Students look at the Review the preposition T-S
picture and discuss and lean new ones, to SS-S
about the photos, check answers in class W/C
Teacher can play a
video about
preposition, since they
know some of
preposition with that
video they can learn
new ones
1 time they watch then
watch and repeat,
teacher can asks
question by puss the
video (what is the man
doing )
Do the exercise alone
 and check in pairs, they
can make questions
about picture of book
and answers
5minutes In text, students find to speak more T
the verb+ -ing after the S
preposition, explain SS-S
that verbs after W/C
preposition are always
in the –ing form, in
pairs make question
and answers, remind
them to give reasons
for each answers, to
check answers in class
and discuss with other
students
3 minutes Gives some flash cards Practice to new SS-S
in pair ask and answers phrases and, use in
with phrases (how do their speaking
you feel about going to
cinema? I like it )….
2minutes The teachers can starts Back to speaking in T-S
with a short story class W/C
about her experiences
about a problems and
how to solve it

5 minutes Students look at the To provide vocab and SS-S

picture of book and feed back W/C
discuss in pair, then
asks to students what
happen in each
pictures
In 4-3 minutes they say
their answers ,

3 minutes Wants students tell the To encourage other S-S

class who had the most students to speak
interesting experience
other students to ask
question about
experience
3 minutes In pairs discuss the To Check answer with S-S
questions about what other group SS-S
said on the phone to
 help with a problem
5 minutes Open their books read Answers the questions S
the phrases and and drill in the phrases SS-S
examples, students do
exercise alone and
check In pair
4 minutes Play the listening 2 To provide listening, S
times , gives time the listen for the gist SS-S
students read the each (audio lingual) W/C
part, explain that it not
necessary to
understand every
word, just matching
each parts, in pairs
they compare answers
the check in class, asks
questions about what
did they lose
2 minutes asks find the difference To encourage find T
between the mobile information W/C
phone and cell phone
they quest the answers
if they do not say
correct find for the
next session
3 minutes Do the exercise alone, Focus on pronunciation S
check in pairs, play the SS-S
recording 2 times the W/C
check their answers
4 minutes Play the sentence by To check answers and T-S
sentence and explain encourage students to S
the stress of word then say sentences SS-S
plays again and wants W/C
to students one by one
repeat the sentence,
gives time to underline
the word in pairs and
check in class

3 minutes Gives time to read the Say their phone T-S

box and then wants to number W/C
say their phone
numbers, teacher can
stars to say her phone
number and mention
that use oh foe zero
and double 1,… instead
 of 11.

4 minutes In class students read To Provide fluency S-S

the conversation, on by
one read the sentence,
focus on intonation
and stress,
2 minutes Put the flash card Practice the number S
number in board and W/C
make a phone number
then play the recording
Wants to student put
the correct number in
board
3 minutes Gives them a paper, In To allow students SS-S
pairs they can prepare share views
and make a
conversation or role
play (that is about
solving a problems,
they should prepare
with their own ideas.