Lesson plan: A speaking activity to practice questions!

1. This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Paths to Success in English Language Teaching.. Copyright 2015 University of Oregon. All rights
reserved.
Phase 2 Lesson Plan Template Page 1
Phase 2 lesson plan template:
A. Students and setting:
Students:
20 young adult learners from the physical education school, ages 18-24,
in basic one from different cohorts. Some students have retaken the
course. They are studying English and they are motivated to learn. Level:
low.
Setting:
A public school in Puebla, Puebla Mexico, offering English as a foreign
language in some majors as part of the curricula. As a public school,
maximum students per group is from 30 to 60 in any class (but this class
is an exception because it is the summer period).
There are different kind of schedules but everybody has to take 64 hrs.
This class lasts two hours per day from Monday to Thursday. In addition,
the classroom has a lot of furniture (for the 60 students) so, there is a little
space to move.
B. Background:
The module for this lesson plan is focus on simple present. Students have practiced
grammar in simple present (affirmative, negative and questions). The previous lesson
was focused on routines, some readings and audios were done and the topics were
personal routines, jobs, college life, and time; so, students also checked different
vocabulary for jobs, occupations, professions. This lesson is focused on writing and
speaking about their routines, habits, etc. It is a practice point at the middle of the
module to check questions and answers. The last section is about describing special
routines in places such as restaurants, family, and science.
C. Learning objectives/expected results:
The students will be able:
To write questions in simple present.
To rewrite other partner’s work using the correct patterns, vocabulary and collocations
they have reviewed in the module.
To propose possible answers for the questions
To generate and evaluate conversations, peer evaluation will be done (a copy of the
evaluation check list is included.)
D. Materials and sources:
Students will need pen/pencil, notebooks, markers, sheets.
Oral evaluation sheet adapted from the school administration material:
Fgum Lengua Extranjera Inglés (2009) CEDI rubrics oral evaluation. Puebla, Pue.
Buap
Students book section for the speaking: Evans, V. & Dooley, J. (2010) Module 3 day
after day. Prime time 1 (38-41)USA: Express Publishing

2. This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Paths to Success in English Language Teaching.. Copyright 2015 University of Oregon. All rights
reserved.
Phase 2 Lesson Plan Template Page 2
E. Procedures / timing:
As a speaking activity to practice what they have learnt:
Teacher does/says . . . Students do/say . . . Approximate time
needed
You’ll work in pairs to make 6
questions.
Students arrange in pairs 1 minute
Cut strips of paper and in each
one you’ll write a question.
Try to use different formats such
as verb to be, action verbs,
modal can. What we have seen
in class please.
You can check your notes and
book from pages 38 to 41.
Students decide what
questions to write and
begin the decisions.
They write their options on
the strips.
10 minutes
Check your questions and swap
them with other couple.
Students please verify other
partners’ questions.
(While they are doing this, the
teacher goes around making
sure they understood.)
Check the questions.
Rewrite questions in case
they are incorrect.
5 minutes
Put the strips in this bag
(teacher past the bag). Students put questions in
the bag.
1 minute
(When finishing) Now choose 6
questions.
Students take 6 questions
1 minute
Now check your new questions
and without writing anything try
to order them and imagine
possible answers to make a
Check their partners’
decisions.
Deciding what to say in the
10 minutes

3. This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Paths to Success in English Language Teaching.. Copyright 2015 University of Oregon. All rights
reserved.
Phase 2 Lesson Plan Template Page 3
dialogue using at least 5 of
them. Imagine a situation to
place the questions, but don’t tell
the others, they’ll have to guess
where you are.
(while they are doing the order,
the teacher goes around making
sure they understood other
partners’ questions and
encourage them to ask their
couple’s ideas about what to say
and how to form the dialogue)
context, they can give to
the questions.
Now, you’ll have time to practice
the dialogues. You can introduce
greetings and good byes!
Students practice their
dialogues.
10 minutes
Stop time to present your
dialogues
Students stop practicing 10 seconds
In pairs you’ll evaluate your
partners presentation using the
provided paper, take into
consideration:
- The context (Guess
where they are).
- The correct use of the
questions and answers.
- Whether the couple
capture your attention.
Couples present their
dialogues and partners do
the peer assessment.
15 minutes
(I will take notes during the whole exercise, helping students to paraphrase when
producing mistakes.)
For tomorrow, you will report
your opinion about the
participations.

4. This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Paths to Success in English Language Teaching.. Copyright 2015 University of Oregon. All rights
reserved.
Phase 2 Lesson Plan Template Page 4
F. Alternative assessment:
During the exercise: students provide peer feedback when they are deciding on their
questions and what they chose and checked; they are checking their mistakes, and how
well learners are following the story line (the teacher helps by encouraging possible
contexts). At the same time when presenting, the teacher helps with their situations,
paraphrasing what they wrote in case it is wrong.
At the end of the exercise: students have an evaluation sheet to check their partners’
dialogues. First in pairs, they decide how to evaluate, because of their attractive context
and then they focus on their stories not in the linguistic accuracy. In this way, students
will report their opinions and the teacher will check their notes to provide students
feedback on a daily basis (formative assessment).
G. Classroom management:
As a teacher I try to be clear giving instruction. As this is a small group there are no
behavior problems. For this exercise working in pairs is a good activity. Let them choose
their partner is part of their freedom. They have to check other students’ questions as part
of the procedure, and at this point they share their strips. As this is a speaking activity the
class organization is good for students. As part of the routine, students know when they
have to participate in a conversation they work in pairs.
H.reflection:
The students will practice the speaking skill at a basic level using questions are familiar
with. To organize their ideas, get attracted with the writing idea, but not let them to write
the conversation is a step to make them curious about what to say. The pair work is also
a good option in speaking activities because in one way other people different from the
teacher is assessing their work and helping them. To order the questions or correct them
is different when a partner do it and this will help them notice others’ thoughts.
The lesson is appropriate for these students because as I said they like taking English
classes. The teacher’s role is to help students to feel confidence and at the same time to
write down everything, she notices on students’ progress. The peer evaluation on a sheet
is a record for their progress.

5. This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Paths to Success in English Language Teaching.. Copyright 2015 University of Oregon. All rights
reserved.
Phase 2 Lesson Plan Template Page 5
Appendix
Peer self-evaluation
Names: _______________________________ & _______________________________
We are evaluating ________________________ & ______________________________
They understand the questions
YES SO-SO NO
They answer according to the question YES SO-SO NO
They waits to be asked YES SO-SO NO
The conversation:
has a good context YES SO-SO NO
catches our attention YES SO-SO NO
The context for the conversation is: _________________________________