Speaking Lesson Plan Template

Unit number/Topic: Unit 5 Level: Grade 10 Lesson Length: 50

minutes

Type of lesson: Speaking (p.63) Teaching Date: Teacher Trainees:

20/08/2024 Nguyễn Hoàng Bích
Phượng

Phan Thị Thanh Thảo

Trần Thị Thùy Vân

Vũ Thị Tường Vy

Main aim (s): By the end of the lesson, students will be able to increase awareness about
environmental issues and motivate individuals to adopt eco-friendly practices through
effective communication.

Subsidiary aim(s): For students to practice making suggestions, agreeing and disagreeing
using some phrases such as “What about, How about, I agree, I couldn’t agree, I don’t think
so, etc”. Moreover, the lesson helps encourage students to discuss and share their experiences
and opinions by participating in dialogues and conversations.

Personal aim(s): Provide clear instruction and create a motivating environment where both
active and passive learners can engage in the learning process.

Materials (including sources): English 10, Whiteboard, Slide.

Assumptions: Students have some prior knowledge or familiarity with the environmental
topic, which helps them make connections and comprehend the content more effectively.
 Anticipated learners’ difficulties/problems Suggested Solutions:
with exercises/ tasks:

- The teacher introduces key vocabulary

- Limited Vocabulary Knowledge in advance through vocabulary lists,
flashcards, or matching exercises or uses
visual aids like images to illustrate terms.

- The teacher provides brainstorming

activities or prompts to help them
- SS might struggle to come up with relevant generate ideas. Use group discussions or
suggestions or examples for eco-friendly collaborative exercises to encourage idea-
practices. sharing and creativity.

- The teacher offers practice sentences

and role-play scenarios. Conduct guided
- Ss may find it challenging to use phrases practice where learners can practice
like "What about" or "How about" correctly making suggestions in a controlled
in context. environment before applying them in
more practical dialogues.

- Clarify the phrase’s positive meaning

- Ss might misinterpret "I couldn't agree
through explanations and examples. Use
more" as a negative or neutral statement due
activities that contrast positive and
to literal translation or misunderstanding.
negative expressions of agreement to
reinforce understanding.

Language Analysis

Forms & Examples Meaning Phonology

1. Turn off (v) To deactivate or stop the /tɜːn ɒf/

operation of something by
using a switch, button, or
control.

2. Buy (v) To get something by paying /baɪ/

money for it.

3. Send (v) To cause something to go from /send/

one place to another, especially
by post or email.

4. Write (v) To make marks that represent /raɪt/

letters, words, or numbers on a
 surface, such as paper or a
computer screen, using a pen,
pencil, or keyboard, or to use
this method to record thoughts,
facts, or messages.

5. Use (v) To put something such as a /juːz/

tool, skill, or building to a
particular purpose.

(*) Grammar structure:

1. What about, How about...? - The phrases are used to

Another idea could be… introduce suggestions,
alternatives, or additional ideas
Example: in a conversation.

How about going to the cinema?

What about going to school

together?

- The phrases are used to

2. I agree..., I couldn't agree more. express agreement with
someone else's statement or
Example: opinion, but they vary in the
strength of agreement they
I completely agree with you. convey.

- The phrase is used to express

disagreement or doubt about a
3. I don’t think so.
statement or suggestion.

Stage/Time Stage aim Procedure Interact Aids

ion
Teacher’s & Learners’ activities

Warm-up Create Review the previous vocabulary W/C Slide

(6 mins) excitement at they learnt.
the beginning
of the class Vocabulary (p.63): turn off, buy,
send, write, use
 Have a warm-up activity related to
those vocabulary.

Divide Ss into 2 teams. One

representative from each group
will come to the front of the class.
The representative has to describe
the action for the one in the other
group to guess the word without
saying anything.

Which Ss can guess the action

will get the points.

After the activity, the teacher

counts the points.

Speaking Learn The teacher shows the pictures S-S Book

practice vocabulary by about the vocabulary and reads all
using pictures vocabulary 3 times with the whole T-W/C Slide
(8 mins) and doing the class.
quiz.
(freer Ask each student to tell which
communicativ appropriate vocabulary for each
e activities) picture.

Ask Ss to do task 1, page 63.

Feedback Answer keys:

(2 mins) The answers can be varied.

Criteria assessment:

a)

Mostly A’s: You' rent very green,

are you? Tiy making some
changes!

Mostly B’s: You try to be green,

but you don't always get it right.

Mostly C’s: Well done! You're

really green

b)

Positive feedback: You did well in

the discussion! Your points were
relevant and you communicated
your ideas clearly. To enhance
your participation, try to elaborate
a bit more on your responses and
ask follow-up questions to engage
more with your peers. This will
help you deepen the discussion
and show a greater interest in
others’ perspectives. Keep
practicing and you'll continue to
improve!

Speaking Identify and Ask Ss to do task 2, page 63. W/C Slide

practice learn the
language used S-S Book
(8 mins) for making
suggestions, White board
(controlled agreeing, and
practice disagreeing.
activities)

a)

Have a quick discussion with the

question: "What can we do to
make our city greener?"
 Play the dialogue.

Ask Ss to read the dialogue and

work in pairs to find out what Jane
and Adam’s suggestions are about
making their city greener.

Ask Ss to answer the question.

Check Ss answers.

b)

Ask Ss to read the dialogue again.

Ask Ss to do the task in pairs and

present their answers on the
board.

Check Ss answers.

Feedback Answer keys:

(2 mins) a)

They suggest banning traffic from

the city centre and making public
transport cheaper. By doing this,
fewer people drive cars in the city.
In this way, it would reduce air
pollution.
 b)

Making suggestions: What about,

how about, Another idea could be,
Let’s.

Disagreeing: I don’t think so.

Agreeing: I couldn’t agree more,

I completely agree.

Speaking Students can Ask Ss to do task 3, page 63. S-S Book

practice make a
dialogue T-W/C Slide
(8 mins) using
appropriate
(guided vocabulary
activities) and phrases.

Ask Ss to read the sentences in

columns A and B carefully.

Ask Ss to look at dialogue task 2

carefully again.

Ask them to work in pairs.

Ask them to do role-play and

perform a dialogue similar to the
one in exercise 2a. Students will
use the prompts from columns A
and B to create a dialogue about
saving energy.

Walk around the classroom to

support students, helping them
develop ideas and improve
intonation and rhythm while
acting.

Invite 2 pairs of volunteers to

present their dialogue to the class.

Check Ss’ presentations by

pointing out words that students
 pronounce incorrectly and giving
instructions on how to pronounce
them correctly. Remind students
to use appropriate intonation to
make their speech more natural.

Feedback Sample answers:

(2 mins) The answer can be varied.

A: We have to come up with some

ways to save energy at home.

B: Right. What about trying not to

use air conditioning?

A: I don’t agree because we need

air conditioning when it is hot.
Why not turn off the lights when
we’re not using them?

B: That’s exactly what I think.

Another idea could be to take
showers instead of baths.

A: I totally agree with you. Our

ideas to save energy at home are
great.

Criteria assessment:

+ Accuracy: The dialogue

should reflect the energy-
saving ideas provided.

+ Grammar: Make sure Ss use

phrases for making suggestions,
agreeing, and disagreeing.

+ Intonation: Proper use of

intonation to convey meaning and
emotion.

+ Clarity: Overall clarity of

speech, making it easy to
understand.
Speaking Practice Ask Ss to do task 4, page 63. S-S Book
practice pronunciation
for word Ask Ss to listen to the recording T-W/C Slide
(5 mins) stress in verbs and mark the stressed syllable.

(controlled
practice
activities)

Play the recording.

Ask Ss to work individually and

check their answers with their
partner.

Check Ss answers.

Play the recording again word by

word and ask Ss to repeat each
word.

Ask some Ss to say all the words.

Feedback Answer keys:

(2 mins) 1. begin /bɪˈɡɪn/

2. deny /dɪˈnaɪ/
3. suggest /səˈʤɛst/
4. expect /ɪkˈspɛkt/
5. agree /əˈɡriː/
6. protect /prəˈtɛkt/
7. forget /fəˈɡɛt/
8. reduce /rɪˈdjuːs/
9. promote /prəˈməʊt/

Recommendat
ions Summarize Remind Ss to learn new T-W/C Slide
the lesson and vocabulary.
(5 mins) assign Book
homework Discuss with friends different
(freer ways to make our city greener
communicativ using phrases for making
e activities) suggestions, agreeing, and
disagreeing they have learnt. Then
prepare a 5-7 minute presentation
on these ideas for the next lesson.
Feedback
Suggested questions:
(2 mins)
 The current state of environmental
pollution?
Some measures are people using
to protect the environment?
What do you think is the most
effective?
How can we encourage everyone
to do it?

Notes: Exercises 1, 2, 3, 4 on pages 63