SPEAKING FOR IELTS

LESSON PLAN
Faculty / School : Foreign Language / Sai Gon University
Class : Freshman (English Linguistics – English Teachers Education)
Teaching Date : Duration: 100 mins ~ 2 periods
Textbook : SPEAKING FOR IELTS UNIT FOUR: THE WORLD AROUND US
Type of lesson : Kỹ năng Nói 2 – Speaking skill 2
Teacher’s name : Trịnh Hoàng Thanh Thảo

I. Description of the class:

- Number of the learners :
- Characteristics : All students are freshmen
- Gender : Male: Female:

II. Objectives: At the end of the unit, the students will be able to:
- Use useful phrases to practice talking about some ways to save the environment.
- Talk about the climate by using new words and some common verbs (get/have, tend to be) in daily life.
- Use Cleft sentences to emphasize the information that needs focusing on.
- Use Complex sentences (Although/ Since/…) to join two simple sentences in speaking test for achieving a high score.

III. Assumption: Students have known how to use new words about the environment and the climate together with cleft
sentences and complex sentences to practice speaking skill.

IV. Anticipated Problems and Solutions:

- Problems: Students may make mistakes in pronunciation and in using structures; students make a lot of noises.
- Solutions: Teacher corrects students’ mistakes while they are speaking; teacher observes and checks whether the noise
is positive or not.

V. Teaching Aids:
- Textbook
- Blackboard, chalk, projector
- Handout (if needed)

VI. Teaching Procedure: The pre-speaking stage, the while-speaking stage and the post-speaking stage.

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Interaction Patterns/
Time Stages (Contents) Teacher’s activities Student’s activities
Aims
Checking Attendance & Revision:
2 mins - Teacher gets students to review the previous - Teacher asks students - Students answer the
lesson by asking them some questions about the some questions. questions.
words. The questions are relevant to the
pronunciation of some words stress; words about
studies and works.

1. The Pre-speaking Stage:

5 mins Teach new words about environment by using - Teacher shows pictures - Students listen to - To arouse students’
pictures and sentences on p.32 of the textbook. and asks students some teacher and answer the interest.
questions to describe the questions.
- Teacher shows some pictures about the pictures.
nature and link to sentences on the textbook
about the ways to save the environment. - Teacher asks students to - Students make - To learn new words
make sentences with some sentences in pairs or and sentences about
- Teacher shows useful phrases and asks phrases that teacher has on their own. the environment.
students to practice: showed.
 In our household, we ….
 I try to reduce my carbon footprint by ... - Teacher gives bonus marks - Students can get Teacher  the whole
(V-ing) for students who make bonus marks. class
 I think … (V-ing) sounds like the best idea. sentences correctly. Students  Teacher

2. The While-speaking Stage:

4 mins ACTIVITY 1: Practice this dialogue: - Teacher shows the - Students work in - Students practice
(10 a.m. – In the classroom) dialogue. pairs to practice the speaking in controlled
Student A: I’m so tired. I can’t do anything dialogue. ways.
- Teacher asks students to
because it’s so hot.
work in pair to practice the Teacher  the whole
Student B: Oh, my god! I’ve never experienced dialogue. class
scorching weather in my life. - Teacher goes around Teacher  Students
Student A: Yes, it’s like the whole world is helping some pairs to Students  Students
boiling and the air humidity gets higher and practice the dialogue.
higher. I can’t breathe …...

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Student B: I do, too. Well, I just hope the - Teacher gives feedbacks.
temperature will be off in the evening.
Student A: I’m sure that there is a torrential rain
tonight.
Student B: Hope that the winter will come soon.
It gets bitterly cold, and snow falls heavily. I can
go skiing with my family.
Student A: Awesome! I like it, too!

ACTIVITY 2: Do the exercise on p.33 of

7 mins the textbook. - Teacher asks students to - Students do the Teacher  the whole
Answer keys: do exercise 5 on p.33. exercise. class
1. rainy 6. boiling - Teacher goes around
2. high 7. unbearable helping some students to do - Students gives the Teacher  Students
3. hot 8. bitterly the exercise. answers. Students  Students
4. rain 9. biting - Teacher gives feedback
5. flooding 10. heavy and gives each group bonus
marks.
NOTE:
1/ Common verb: GET  many meanings - Teacher reminds students
Ex 1: We often get thick fog. (get = have) some useful phrases when
Ex 2: In the summer, it gets hot. (gets = becomes) talking about the climate.
Ex 3: The temperature often gets above 40°C.
(gets = reaches)
2/ Talking about the climate: TENDS TO BE =
IS USUALLY
Ex: In the winter, it tends to be cold.
= In the winter, it is usually cold.

10 mins FREE-PRACTICE: Group work - Teacher divides the class - Students observe and Teacher  Students
Topic: The differences between the climate of into 6 groups (5 ss/group). listen to the teacher. Students  Students
Ha Noi and its Ho Chi Minh City. - Teacher instructs the Students  Teacher
students on how to do the
task.

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- Suggested answers: - Students work in

- Teacher gives the groups 2 groups to discuss and
HA NOI HO CHI MINH CITY mins to discuss and prepare prepare their answers.
- 4 seasons: spring, - 2 seasons: sunny their answers.
summer, fall and winter. season and rainy season. - Students present the
- The temperature often - The temperature often - Teachers asks a student in answers.
gets under 30°C. gets above 30°C. each group to make the
- In winter, it gets - In sunny season, it answers.
bitterly cold. In summer, tends to be hot in the
it gets hot and tends to morning and in the - Teacher notes each - Students observe the
be rainy. It often gets evening, it gets cooler. group’s answers, sums up answers that teacher
torrential rains at night. all the answers and show to shows.
- In fall, it gets cooler - In rainy season, it gets the students some suggested
and cooler; the sky hotter. The air humidity answers.
doesn’t get cloud. In gets higher and higher.
spring, it tends to be Flooding and typhoon
warm, and the air is so often happen along the
fresh air. coastline.

10 mins ACTIVITY 3: CLEFT SENTENCES - Teacher presents and - Students observe and Teacher  Students
Function: explains the functions and listen to the teacher. Students  Teacher
- Cleft sentences are used to emphasize what structures of cleft sentences.
we want to say.
- Teacher gives some
- Cleft sentences are particularly useful in examples to help students
writing where we cannot use intonation for understand more clearly.
purposes of focus or emphasize, but they are
also frequently used in speech.

Structure:
Cleft-sentence with “It”
It + be + emphasized information + that/who clause
Ex: Peter spent his summers at a lake last Saturday.
 Focusing on Subject: It was Peter who/that

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spent his summers at a lake last Saturday.

 Focusing on Object: It was his summers that

Peter spent at a lake last Saturday.
 Focusing on Time: It was last Saturday that
Peter spent his summers at a lake.
 Focusing on Place: It was a lake that Peter
spent his summers at last Saturday.

Cleft-sentence with “What”

What-clause + be + emphasized information
Some verbs to express emotion: adore, dislike,
enjoy, hate, like, love, need, prefer, want …
Ex: We like to spend our summers by the lake.
 What we like is to spend our summers by the
10 mins lake. - Teacher shows students - Students listen to the Teacher  Students
way to get a high score in teacher. Students  Teacher
ACTIVITY 4: COMPLEX SENTENCE speaking exams by using
1/ Join two simple sentences by using complex sentences.
ALTHOUGH (as an adverb of concession) into a
complex sentence.
Ex: Most people prefer the summer. My favorite
season is spring.
 Although most people prefer the summer, my
favorite season is spring. OR
 My favorite season is spring although most
people prefer the summer.

2/ Join two simple sentences by using SINCE (as a

conjunction of reason) into a complex sentence.
Ex: It is not too hot. I often go for long walks.
 Since it is not too hot, I often go for long walks.
OR
 I often go for long walks since it is not too hot.

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10 mins - Teacher divides class into - Students present the Teacher  Students
groups and do the exercise. sentences to the whole Students  Teacher
ACTIVITY 5: CONTROLLED-PRACTICE class.
TASK 1: Reorder the words to make cleft - Teacher calls a student in - Students pronounce
sentences each group to answer. sentences clearly.
1/ It/ he/ his/ that/ changed/ father's/ a/ after/ was/
death/ lot. / himself - Teacher checks students’
 _______________________________________ pronunciation.
2/ going/ to/ am/ I/ the / Tokyo/ that/ in / It/ is/
holiday. / spend

________________________________________
3/ USA/ 2008/ got/ It/ the / married. / in/ settled/
down/ he/ was/ that/ in/ and
 _______________________________________
4/ that/ It/ mom/ was/ their/ gave / on/ wedding /
anniversary/ dad/ diamond/ ring./ my/ my/ a/
 _______________________________________
5/ some/ It/ in / boyfriend/ me/ took / beautiful/
photos/ my/ was / who/ for/ Japan.
 _______________________________________
Answer keys:
1/ It was after his father’s death that he changed
himself a lot.
2/ It is in Tokyo that I am going to spend the
holiday.
3/ It was in 2008 that he settled down in the USA
and got married.
4/ It was on their wedding anniversary that my dad
gave my mom a diamond ring.
5/ It was my boyfriend who took some beautiful
photos for me in Japan.

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10 mins - Teacher divides class into - Students present the Teacher  Students
groups and do the exercise. sentences to the whole Students  Students
TASK 2: Complete the sentence, use although + class. Students  Teacher
clauses in the box. - Teacher calls a student in - Students pronounce
the heating was on each group to answer. Then, sentences clearly.
it rained every day this student will call another
it was quite cold student to do the next
snow is beautiful to look at sentence and alternate until
it was raining the last sentence.
1/ She wasn’t wearing a coat
__________________. - Teacher asks students to
2/ The children were still happy to play in the change into another way
garden ___________________. with the same meaning.
3/ ___________________, we enjoyed our
- Teacher checks students’
camping holiday.
pronunciation.
4/ ___________________, the room wasn’t warm
in the winter.
5/ ___________________, it makes us difficult to
move on street.

Answer keys:
1/ although it was quite cold.
2/ although it was raining.
3/ Although it rained every day.
4/ Although the heating was on.
10 mins 5/ Although snow is beautiful to look at. - Teacher asks students to - Students present the Teacher  Students
work in pairs and do the sentences to the whole Students  Teacher
TASK 3: Complete these two sentences in two exercise. class.
ways by using since. - Teacher calls students in - Students pronounce
1/ It’s raining again. We’ll have to stay at home. pairs and give the answers sentences clearly.
 _______________________________________ in two ways.
 _______________________________________
2/ The flight was canceled. The weather conditions - Teacher checks students’
were bad. pronunciation.
 _______________________________________
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 _______________________________________
3/ He feels so cold from school to home. He doesn’t
wear coat.
 _______________________________________
 _______________________________________
4/ The snowstorm destroyed everything. The
electricity of this village was cut off.
 _______________________________________
 _______________________________________

Answer keys:
1/ It’s raining again since we’ll have to stay at
home. / Since we’ll have to stay at home, it’s
raining again.
2/ The flight was canceled since the weather
conditions were bad. / Since the weather
conditions were bad, the flight was canceled.
3/ He feels so cold from school to home since he
doesn’t wear coat. / Since he doesn’t wear coat, he
feels so cold from school to home.
4/ The electricity of this village was cut off since
the snowstorm destroyed everything. / Since the
snowstorm destroyed everything, the electricity of
this village was cut off.
- Teacher divides the class - Students observe and Teacher  Students
20 mins ACTIVITY 6: FREE-PRACTICE into 6 groups (5 ss/group). listen to the teacher. Students  Students
TASK 4: Group-work - Teacher instructs the Students  Teacher
Give five (5) environmental problems and five students on how to do the
(5) solutions to save environment in our country. task.
- Teacher gives students a
- Suggested questions: few more suggested
1/ Which environmental problems are people most questions.
concerned about in your country? - Teacher gives the groups 5 - Students work in
2/ What solutions can individuals take to save the mins to discuss and prepare groups to discuss and
environment? their answers. prepare their answers.

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- Suggested answers: - Teachers asks the groups - Each group has one
to make their answers. representative present
Environmental Problems their answers in 2
1/ destruction of the rainforests (deforestation) minutes.
2/ destruction of the ozone layer
3/ global warming / the “greenhouse effect”
4/ pollution of land, sea and air
5/ increase of natural disasters (E.g.: earthquakes,
landslides, floods) - Teacher notes each - Students observe the
group’s answers, sums up answers that teacher
Solutions to Environmental Problems all the answers and show to shows.
1/ replanting trees the students some suggested
2/ buying products with less packaging / buying answers.
organic products
3/ using renewable sources of energy
(E.g.: windfarms, solar heating …)
4/ cleaner waste disposal
5/ walk, cycle or use public transport instead of
driving the car
2 mins 3. The Post-speaking Stage:
Consolidation: -Teacher elicits what has Whole class listen to - Students have chance
- Students review all the new words, useful been learnt. teacher and ask to speak English and
phrases, and language focus (cleft sentence, teacher some get the teacher’s
complex sentence). questions if they do correction in
not know clearly. pronunciation.
Homework:
Describe your favorite season (textbook p.36) Teacher  Students
- Answer each idea Students  Teacher
- Rearrange ideas into a paragraph completely
- Present in class individually

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