LESSON PLAN

Topic:

Speaking

Class/level:

High level

Duration of Class:

60 minute

Number of Students:

Thirty

Language Skill:

Speaking skill

Fluency and confidence level.

Method:

Direct Method

Material provided:

Handouts

Audio/ Visual Aids:

Charts, pictures, whiteboard, flash cards

Class Formation:

Divide whole class in Pairs or Groups

Expected Problems to students:

There are a number of problems which the students can face while doing learning this skill which

are as following:

Learners may have difficulty in understanding the instructions given by teacher.

May all the learners will not be able to answer all the comprehension questions.

Some learners will be unable to utter a dialogue completely and accurately.

Many non native speakers will find it difficult to manage speed and agility of

response while talking to strangers.

Students sometimes find difficulties while speaking as they think much about

grammar. They think they must speak grammatically correct all the time. It

disturbs them to speak, so most of them prefer to remain silent instead of

answering in a wrong sentence.

Some learners may feel shy and never give answers in target language.

Aims and objectives:

The goal of teaching speaking skills is to improve communicative efficiency. By learning these

skills the students will be able to:

Avoid confusion in the message due to faulty pronunciation, grammar, or

vocabulary.

Observe the social and cultural rules that apply in each communication situation.

Clarify their meaning or ask for confirmation of their own understanding.

Practice using all of the language they know in situations that resemble real

settings. 

Develop their sociolinguistic competence.

The native language should not be used in class room; teacher and students use the

target language in classroom.

The syllabus based on situations or topic, not usually on linguistic structures.

Procedure:

Warm up and brainstorm: in this session the teacher will first give a listening exercise to

the students by making them attentive to hear a dialogue and a pattern of speaking between two

or three persons. By listen all this, students will come to know that how they have to act and do

role plays with their fellow beings. Furthermore teacher will ask about the experiences of

learners while communicating with others in the specific situation. Meanwhile the teacher will

also distribute the flash cards on which instructions and cues are given.

Presentation:

After listening to the dialogue, the students will emphasize upon the flash cards on which

instructions are given to them related to the role plays. The students will make complete

sentences in their minds. The students will make their fellow beings to listen to their dialogues.

Teacher will give the instructions regarding the vocabulary needed for the task further on.

Practice:

The students will now imagine themselves as they are actors and active members of the

society according to different roles. With the help of instructions written on the card the students

will utter different dialogues and will play their role. Students will now start practicing the

dialogues with the other fellows. Teacher will instruct the students to complete their dialogues

according to the role which they have to adopt. So this activity is very helpful for learners to

communicate fluently and confidently. In this way their way of communication and speaking

will improve.

Activity

Shopping for a Sweater

Shopkeeper: Can I help you?

Customer: Yes, I'm looking for a sweater.

Shopkeeper: What size are you?

Customer: I'm an extra large.

Shopkeeper: How about this one?

Customer: Yes, that's nice. Can I try it on?

Shopkeeper: Certainly, there's the changing rooms over there.

Customer: Thank you.

Shopkeeper: How does it fit?

Customer: It's too large. Do you have a large?

Shopkeeper: Yes, here you are.

Customer: Thank you. I'll have it, please.

Shopkeeper: OK, how would you like to pay?

Customer: Do you take credit cards?

Shopkeeper: Yes, we do. Visa and Master Card too.

Customer: OK, here's my Visa.

Shopkeeper: Thank you. Have a nice day!

Customer: Thank you, goodbye.

After comprehending the situation and subject of their conversation, the students can

attempt any activity. These activities will play a vital role to speak with people of different

professions in the society. Students speaking a foreign language often feel shy to convey their

messages so such activities will help them to raise their level of confidence in order to speak

fluently.

Production:

Through homework assignments or other independent assignments, students will

demonstrate whether or not they absorbed the lesson’s learning goals. Students will read certain

dialogues at home and understand it by playing different assumed roles. The dialogue can be

between a shopkeeper and a customer to purchase a new model of a cell phone. Practice of these

roles will enhance the ability of the learners to transact effectively.

Control Activities

Activity#1

The following example of the quality of language that is sometimes produced as students

practice in speaking functions of language. One student is playing the role of a doctor and the

other a patient, and they are talking about a health problem. Students are given certain material to

speak up.

S1: what is your age?

S2: I’m thirty-four . . . thirty-five.

S1: Thirty . . . five?

S2: Five.

S1: Problem?

S2: I have . . . a pain in my backbone.

S1: What do you have?

S2: A pain.

S1: What’s that?

S2: A pain. A pain.

S1: Ah, pain.

S2: Yes, and it makes problem to me when I . . . sit or stand.

S1: When do you have . . . ?

S1: Since yesterday morning.

S1: No, I mean, where do you have the pain?

It has a pain in . . . ?

S2: In my backbone.

S1: Ah. Let it . . . getting, er . . . worse. It can be, er . . . very serious problem and you are, you

will go to New York to operate, so . . . operation . . . the 3 January or in February. And after

treatment you will be able to sit, stand, and walk and even to run.

S2: ooh…….really even I will be able to run according to my wish?????

S1: yeah, take a good care of yourself….

Activity#2

Directions II

1. Hey, Excuse me. Is there any shopping centre near here?

2. Shopping centre…...errrrr…...Yes there are two shopping centers situated near here.

1. How do I get there?

2. At the traffic signals, take the first right and go straight on. It's on the right.

1. Is it far?

2. No not at all really. It’s near.

1. Thank you.

2. Don't mention it.

Activity#3

Getting a home on rent:

Manager: hello. How are you sir? Can I help you?

Sameer: Hye I am fine, yes please, I want to take a home on rent

Manager: Would you like a single story home, or a double story home?

Sameer: A single story home, please. How much is for home?

Manager: It's 30000 per month.

Sameer: Can I pay by credit card?

Manager: Certainly. We take Visa and Master Card. Could you fill in this form, please?

Sameer: Do you need my passport number?

Manager: No, just your recent address and your signature.

Sameer: (fills out the form) Here you are.

Manager: Here's your key. Your house number is 114 in street 4 in Behria town.

Sameer: Thank you.

Manager: Thank you. If you need any type of more help you can contact me on my this

number…..this is my card !good wishes and congrates.

Guided Activities

Certain key words are given to students to speak up by using those words.

Activity# 1

Key Vocabulary

Can I see a menu?Here you areEnjoy your meal!Would you like ...Can I get you anything else?I'd like the check, please.That'll be2500rupee.Have a good day!

Ordering a Meal

1. Hi. How are you doing this afternoon?

2. Fine, thank you. Can I see a menu, please?

1. Certainly, here you are.

2. Thank you. What's today's special?

1. Fried rice and Chicken special.

1. That sounds good. I'll have that.

1. Would you like something to drink?

2. Yes, I'd like a coke.

1. Thank you. (returning with the food) Here you are. Enjoy your meal!

2. Thank you.

1. Can I get you anything else?

2. No thanks. I'd like the check, please.

1. That'll be 2500rupee.

2. Here you are. Keep the change!

1. Thank you! Have a good day!

2. Bye.

Activity# 2

Key Vocabulary

Big City Electricity, account number, overcharged for the past month, sorry about the

misunderstanding, Thank you for your help in clearing this up…

Customer Service Representative: Hello, Big City Electricity, how may I help you today?

Mr. Sameer: I'm calling concerning my electricity bill.

Customer Service Representative: May I have your account number?

Mr. Sameer: Certainly, it's 4392107.

Customer Service Representative: Thank you, is this Mr.sameer?

Mr. Sameer: Yes, this is Mr.sameer

Customer Service Representative: Thank you; what can I help you with?

Mr. Sameer: I think I've been overcharged for the past month.

Customer Service Representative: I'm sorry to hear that. Why do you think we charged you

too much?

Mr. Sameer: The bill is 300% higher than last month.

Customer Service Representative: I'm sorry to hear that. Let me ask you a few questions and

then I'll see what I can do.

Mr. Sameer: OK, Thank you for your help.

Customer Service Representative: Of course, thank you for calling this to our attention. Now,

how much do you usually pay for your electricity?

Mr. Sameer: I usually pay about 500 rupee a month.

Customer Service Representative: Thank you. And how much did we charge on this bill?

Mr. Sameer: 15000 rupee. I can't understand why.

Customer Service Representative: Yes, Mr. Sameer. Was your usage different in any way? 

Mr. Sameer: No, it was an average month.

Customer Service Representative: I'm sorry there certainly seems to be a mistake.

Mr. Sameer: Well, I'm happy you agree with me.

Customer Service Representative: I'll contact a service representative to come out and check

your meter. What's your address Mr. Sameer?

Mr. Sameer: 114 street no 4.

Customer Service Representative: ... and what's your phone number?

Mr. Sameer: 408-533-0875

Customer Service Representative: I'm terribly sorry about the misunderstanding. We'll do our

best to change this as quickly as possible.

Mr. Sameer: Thank you for your help in clearing this up.

Activity# 3

Key vocabulary

The Republicans and the Democrats, nominees, you're a pessimist, Short simple statements, I

agree with you. If you can vote, vote!

Presidential Elections

Tahir: This election is going to be close! 

Ayan: I think you're right. The Republicans and the Democrats are fighting for every vote.

Tahir: Did you watch the conventions? 

Ayan: Yes, I watched a little bit. The party platforms are extremely different.

Tahir: Yes, they are! Watching them on TV, it was hard to believe they come from the

same country!

Ayan: Oh, it wasn't that bad.

Tahir: Hmmm, anyway the delegates certainly clapped hard for their nominees. 

Ayan: But it was the same stump speech over and over again. In both parties!

Tahir: That's what politicians do best. Talk ... the problem is whether they actually do very

much.

Ayan: Oh, you're a pessimist!

Tahir: I wouldn't say that. It's just that I'm sick and tired of all the attack ads.

Ayan: I see your point. It would be nice to know what they want to govern the country, rather

than why they think the other guy isn't any good.

Tahir: They treat us like idiots! I hate sound bites, Short simple statements that don't really give

me much information. Treat me like I have a brain. 

Ayan: Some say we get what we deserve. Voter turnout is so low; perhaps we don't deserve any

better.

Tahir: But that's why people don't come out to vote. They don't feel represented even if they do

vote.

Ayan: I think we need a third party in this country.

Tahir: I couldn't agree with you more!

Ayan: Perhaps a third party would stop the partisanship.

Tahir: Hmmm. I guess...

Ayan: Are you a registered voter?

Tahir: Of course! I'm a registered voter and I go to the voting booth to vote. I want that vote to

represent my voice.

Ayan: OK, OK, no need to give a speech.

Tahir: Ha ha, I just think it's my duty as a citizen to vote.

Ayan: Yes, I agree with you. If you can vote, vote!

Tahir: ok leave it, now we should go.

Ayan: ok see you soon again, take care bye.

Tahir: bye.

Free Activities

Activity# 1

Some Troubling Symptoms:

Patient: Good afternoon.

Doctor: Good afternoon. Have a seat. So, what have you come in for today?

Patient: Thank you. I'm feeling ill, I've got quite a bad cough, but I don't seem to have a

fever.

Doctor: I see. How long have you had these symptoms?

Patient: Oh, I've had the cough for two weeks, but feeling ill just these past few days.

Doctor: Are you having any other problems?

Patient: Well, I've got a headache. I've also had a little bit of diarrhea.

Doctor: Do you produce any phlegm when coughing?

Patient: Sometimes, but it's usually pretty dry.

Doctor: Do you smoke?

Patient: Yes, a few cigarettes a day. Certainly no more than a half a pack a day.

Doctor: How about allergies? Do you have any allergies?

Patient: Not that I'm aware of.

Doctor: Does your head feel stuffy?

Patient: Yes, for the past few days.

Doctor: OK. Now let's have a look. Could you please open your mouth and say 'ah'?

Activity# 2

Customer Service Representative: How may I help you today?

Mr. Ahsan: I'd like to apply for a driver's license.

Customer Service Representative: Fine. Can you fill in this form, please? 

Mr. Ahsan: Certainly.

Mr. Ahsan: Ali can you help me with this form?

Ali: Sure, what's your last name?

Mr. Ahsan: Ahmed.

Ali: Could you spell that please?

Mr. Ahsan: Certainly, A – H – M- E- D...

Ali: What's your first name?

Mr. Ahsan: You know that! It's Osama.

Customer Service Representative: Are you married?

Mr. Ahsan: No, I'm single.

Ali: OK. Now, what's your address?

Mr. Ahsan: It's 2926 NW 2nd Ave.

Customer Service Representative: and what's your zip code?

Mr. Ahsan: 87665

Ali: Right. Are you a Pakistani citizen?

Mr. Ahsan: Good question. Yes, I am.

Ali: ... and what's your date of birth?

Mr. Ahsan: I was born on 19th April 1961

Peter: Ha, ha! You certainly don't look your age! You look older!

Mr. Anderson: Very funny, Ali. Let's continue, ok?

Ali: Yes, OK, Are you disabled?

Mr. Ahsan: Well, my legs sometimes hurt, but I'm not disabled. How many more questions

are there?

Ali: Just a few. Do you wear glasses?

Mr. Ahsan: Yes, I need glasses to drive.

Ali: OK, last question. Do you currently have a driver's license?

Mr. Ahsan: Yes, I do.

Ali: Where's it from?

Mr. Ahsan: It's from Iran.

Ali: Fine. Right. Here you go; your form is filled out.

Mr. Ahsan: Thanks for your help Peter.

Mr. Ahsan: Here's my completed form. 

Customer Service Representative: Thank you; please take this completed form to the

cashier with your payment of 1200 rupees.

Mr. Ahsan: Certainly. What happens next?

Customer Service Representative: The cashier will help you with the next steps.

Activity# 3

Making a Doctor's   Appointment:

Caller 1: Dr. Ali's office. How may I help you? 

Caller 2: I'd like to make an appointment to see the doctor.

Caller 1: Certainly, are you ill at the moment?

Caller 2: Yes, I'm not feeling very well.

Caller 1: Do you have a fever, or any other symptoms?

Caller 2: Yes, I have a slight fever and aches and pains.

Caller 1: OK, Dr. Ali can see you tomorrow. Can you come in the morning?

Caller 2: Yes, tomorrow morning is fine.

Caller 1: How about 10 o'clock?

Caller 2: Yes, 10 o'clock is fine.

Caller 1: May have your name?

Caller 2: Yes, it's Ahmed.

Caller 1: Have you seen Dr. Ali?

Caller 2: Yes, I had a physical exam last year.

Caller 1: Yes, here you are. OK, I've scheduled for ten o'clock tomorrow morning.

Caller 2: Thank you.

Caller 1: Drink plenty of warm fluids and get a good night's sleep!

Caller 2: Thank you. I'll do my best. Goodbye.

Caller 1: Goodbye.

Through all these activities we come to know that, Direct Method aims at establishing the direct bond between thought and expressions and between experience and language. It is based on the assumption that the learner should experience the new language in the same way as he experienced his mother tongue.

In the Grammar Translation Method, the foreign concept or idea is first translated into the mother tongue and then understood. But in the Direct Method the intervention of the mother tongue is done away with the learner understands what he reads or hears in the second or foreign language without thinking of the mother tongue equivalence. Likewise, he speaks or writes the foreign language without the need of translating his thought or idea from the mother tongue into the second/foreign language.

Learners can make their speaking flawless and fluent through these principles of this method, oral training, Inhibition of the Mother Tongue and inductive teaching of grammar. This method is based on sound principles of education. It is a natural method. No gap between active and passive vocabulary. Although this method is so helpful in learning speaking in target languages.

References

http://www.cambridge.org/other_files/downloads/esl/booklets/Richards-

Teaching-Listening-Speaking.pdf

http://esl.about.com/od/beginnerpronunciation/a/bd_restaurant.htm

http://esl.about.com/od/beginnerpronunciation/a/bd_airport.htm

http://esl.about.com/od/beginningvocabulary/a/basic_conv.htm

http://esl.about.com/od/businessenglishdialogues/a/electricity_bill.htm

http://esl.about.com/od/intermediatereading/a/d_msymptom.htm

http://iteslj.org/Lessons/Parker-Speech.html