Samar khaled Samar khaled

grade 4 advanced level


In this lesson, Students will learn the skills of speaking, how to plan before they speak, how to simulate and to generate an issue to talk about.


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Main Aims

  • To provide accuracy and fluency speaking practice in a conversation in the context of Abology

Subsidiary Aims

  • To learn how to plan before speaking.
  • To learn how to be a good speaker and listener.
  • To do useful mistakes and receive the correction.
  • To learn how to ask and answer in a dialogue or conversation.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Teaching vocabulary: (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

1- Regret: Eliciting questions: - is this man in a good or bad mode? - what do you think about the reason is? - Do he know his mistake? - would he have not make it if he has known the result? so, this man is feeling regret. Definition: a feeling of sadness about something sad or wrong or about a mistake that you have made, and a wish that it could have been different and better. CCQs: - is it good feeling? - is it before or after a mistake? - will the person who regrets should repeat his behaviour? Pronunciation: I'll say it 3 times and drill Ss to say it together and individually. Form: Context: Is there anything you've done in your life that you regret? 2- Repentance: Eliciting questions: - Definition: the fact of showing that you are very sorry for something bad you have done in the past, and wish that you had not done it. CCQs: - Pronunciation: I'll say it 3 times and drill Ss to say it together and individually. Form: Context: If there is no true repentance, we will commit the same mistakes again. 3- Forgiveness: Eliciting questions: Definition: CCQs: Pronunciation: I'll say it 3 times and drill Ss to say it together and individually. Form: Context: She asked her mom for forgiveness, when she had been naughty.

Planning time: (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

You are going to speak about abology, so lets discuss what can we talk about. You have to talk about this subject as stages. First you talk about the mistakes Is there a difference between mistakes? What would let you make mistakes? Then, feelings and expression: How can you express repentance? How can you regret your mistakes? Last, saying sorry: When should we say sorry? Do we say sorry in good or bad situation? Shouldn't we repeat our mistake? Do you feel happy after saying sorry from to somebody Who has made a mistake which hurt you? How easy to forgive someone for his mistake? Is it a good way to behave?

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Controlled practice: 1. Adam: I’m so ______ I’m late. There was so much traffic! Tom: That's all right. - apologize - sorry - excuse - forgive 2. Bruce: Please ______ me for interrupting you. I didn’t realise you were on the phone. Emma: No harm done. - forgive - apologize - sorry - accept 3. Suzy: I would like to ____________ for my fault. I shouldn't have done that. Betty: Forget about it. - excuse - forgive - sorry - apologize 4. Frank: I’m __________ but you are sitting in my seat. Adam: Oh, pardon me. - excuse - apologize - sorry - pardon 5. Please ___________ my sincere apologies for the mistake. It won't happen again. - accept - excuse - pardon - have 6. Which one of below is apologizing and making a promise? - Please forgive me. It is all my fault. - I am terribly sorry. I shouldn't have done that. - I am ashamed of being late. It won't happen again. - Please forgive me to forget your birthday. 7. Which one of given is not an appropriate response? Tom: It’s all my fault we missed the train. I should have woken up earlier. Adam: _________________________. - Don't worry about it - Don't mention it - Forget about it - I am ashamed of it 8. She is always late, but she never _________ to her friends for being late. - excuses - apologizes - forgives - feel sorry 9. I had a terrible headache last night and I couldn't come to your birthday party. I hope you can __________ me. - forgive - pardon - excuse - apologize 10. __________________ we lost the keys. I should have been more careful. - It doesn't matter - You couldn't help it - No harm dome - It is all my fault You are going to ask and answer these questions to each other in groups in fan and pick structure. What is this structure? Each group of you receives a set of question cards. • Student 1 holds question cards in a fan and says, “Pick a card, any card!” • Student 2 picks a card, reads the question aloud and allows 5 seconds of “think time”. • Student 3 answers the question. • Student 4 paraphrases [says in own words] and praises or coaches. • you rotate roles one person clockwise for each new round. you have 8 min. ICQs: - Are you working individually? - Are you writing your answers? - Do you have 10 or 5 min? Freer practice: now, you are going to talk about the good apology. - What are steps to make nice apology? - What can I say? - how should I react? - when exactly I should apologize after any mistake? - should I admit my mistake? - am I going to talk about the other person mistakes? - how can I offer to fix my mistake? - when was the last time you apologized in? - To whom do you apologize easily, your parents or your friends? - have you ever said you were sorry, but secretly in your mind didn't mean it? - what kinds of mistakes you like people apologize for? - do you forgive people? Go ahead, you are working in groups in and you have 12 min.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

smulation: feedback: content: performance: language:

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