Lesson plan for Official 2

ACTIVITY       & AIDS	INTERACTION	PROCEDURE	STUDENTS	COMMENTS	TIME
Warm-up Chinese whispers	T®C S¬®S	T greets the students and makes a daily task asking about their day or feelings etc. T gives a sentence to one student and asks him/her to whisper that sentence to the student next to him/her. The student who hears the sentence will whisper it to the others one.	Students listen to the T and respond to him/her. Students listen to their friends and whisper the sentence to other students.	This will warm the students up and have an enjoyable impression of the lesson.	3 Min
Pre-activity Hardcopies of the text	T®C T®C	T introduces the characters of the main text to be used in the lesson and briefly narrates their story. T hands out copies of the dialogue of the son, father and mother, and makes two of the students read it loudly. T asks questions about the text and checks students’ comprehension.	Students listen to the main story. Students individually read the text, and two students perform it. Students answer the questions about the text.	This will attract the students’ attention. T has the advantage of being able to talk to them in language they can understand and to monitor their understanding on the spot. Also T makes students familiar with the target form. This will help students easily get the gist of the text, improve their reading skill and recognize the target form. This will improve their comprehension and speaking skills.	6 min
Main Activity Slides Pen and paper Blackboard	T®C S ®S	T briefly explains the target form based on its meaning and function with the help of slides. T hands out copies of practice papers related to the text, and asks the students to reconstruct the sentences by using the target form. T asks students to read out their sentences, then to write their answers on the board, and correct their friends’ mistakes.	Students listen to the T’s explanation. Students transform, and then reconstruct the sentences. Students read out their answers and write them on the board.	This will reduce the chance of incidental learning and unnoticing the form. This will help them apply the target form to new sentences. This will improve their speaking and writing skills.	15 min
Post Activity Guessing game “who is he/she?” Box	S¬®S  T¬®C	Teacher asks students to write a secret about themselves. The secret should be only one sentence. Then the students put these sentences into a box. Then students select a sentence one by one and report the secret of a student to the class using reported speech structure.	Each student will write a secret about themselves and put it into the box. They will try to guess who that person is.	This will help them learn to work collaboratively, develop their speaking skills and have high motivation. Again this will help them apply the target form to new situations. This will make students have fun, improve their speaking skills, participate with a feeling of competition and get used to group work. They will produce sentences by using the target form.	15 min
Ending	T®C	T makes a summary of the whole lesson and gives a homework related to the target form by providing an example.	Students listen to the teacher and note down their homework	This will help them internalize, personalize the target form and remember the target form in a longer period.	1 min