LESSON PLAN

Course 4 – Week 4 – Session 1: Helping out

CLASS PROFILE

- Class size: 30 ~ 35 students

- Student level: A2

LESSON OBJECTIVES

After the 2-hour lesson, students will be able to:

- Recognize vocabulary in audio and written form.

- Discriminate between different words and phrases.
- Match vocabulary to definitions and complete cloze sentences.
- Understand the general meaning and significant details of a video.
- Draw inferences based on the information in in a video.
- Comprehend vocabulary used in context.
- Understand the main ideas and supporting details in a story.
- Draw inferences on the basis of information in a story.
- Identify the speaker in a conversation.
- Understand the general meaning and significant details of a conversation.
- Orally respond to statements from a conversation.
- Take part in a dialogue in which they ask for/agree to help and make/accept a suggestion.

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- Consolidate their knowledge of the use of the Past Perfect Simple, Progressive and in reported speech, to differentiate between two actions
that occurred in the past that are mentioned in the same sentence.
- Use reported speech in questions and statements to report or describe ideas without using the speaker’s exact words.

MATERIALS

- ED Workbook (Intermediate 2 – Unit 4: Helping out)

- Handouts
- Audio “Welcome to the neighborhood”, “She owes you a favor” & “Let’s go”

SUGGESTED LESSON PLAN

Student’s Tentative
Section Purpose Teacher’s activity (T)
activity (Ss) Duration
Review the previous - HANDOUT 12: WHAT HAPPENED FIRST? Students check their 20’
lesson - ED REVIEW TEST 1 homework and ask if 5’
Warm up anything is unclear.
- Check students’ homework; give correct answers.

- Introduce the topic of Helping out by asking students. 2’

Who do you go to for help when you have problems?
Lesson Introduce the lesson For example: homework, the bike, money, health, the
introduction content & objectives electricity, etc.
- Announces the lesson content
- Explains lesson objectives
Vocabulary: - Introduce words/ - Teacher introduces 12 vocabulary words using visual Students listen to the 15’
Home repairs phrases about aids. teacher and the audio,
Home repairs. - Have students listen to the audios once to get to know and repeat all the words

2
 Student’s Tentative
Section Purpose Teacher’s activity (T)
activity (Ss) Duration
the pronunciation and again to repeat the words. after teacher’s
- Call some students to repeat the words. instruction.
- IN-CLASS EXERCISE 1: Divide the class into groups Ask questions if
of 3 and have them listen to recordings. Each recording anything is unclear.
will be listened twice. The team with the most correct Students do the
sentences will be the winner. activities, give feedback 10’
- Ask students to pronounce the words based on each and check answers. Ask
picture. questions if anything is
unclear.
Listening: - Pre-listening: Elicit vocabulary expressions connected Students answer 5’
Welcome to the - Understand the to helping and write them on the board: teacher’s questions.
neighborhood! general meaning Do someone a favor, assist/give assistance, aid/give aid,
and significant
details of a be there for someone, be a (great) help to someone, be
video. in need, etc.
- Draw inferences Illustrate the meaning of these expressions by using
based on the them in personal examples. Elicit one example for each
information in in phrase.
a video. - While listening: Play the video “Welcome to the 5’
- Comprehend neighborhood!” in class and ask Ss to answer the
vocabulary used
questions (written on slide).
in context.
Where are the people? (at the entrance to an apartment)
What are their names? (Steven and Eric)
Which one is the new neighbor? (Steven)

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 Student’s Tentative
Section Purpose Teacher’s activity (T)
activity (Ss) Duration
Ask Ss to look at EXERCISE 2 and play the video
again.
IN-CLASS EXERCISE 2
Get feedback and check answers.
Ss listen to T’s 5’
Have students turn to page 140 to listen again with
transcript. Go through the transcript with students, instruction & do the
explain new words (if any). activity. Give feedback
- Post-listening: Handout 13: Lending a helping hand and check their answers.
Explain the expression to lend a helping hand Ask questions if 10’
Give Handout 13 to each student. Explain that they are anything is unclear.
going to find out if their classmates have ever “lent a
helping hand” to anyone. Explain that there are 3 parts
to the activity.
Part a: they fill in the information about themselves.
Part b: they interview a partner.
Part c: they move around the class and exchange
information with other students, relating their partner
has done to help others.
To sum up, ask a few students to share interesting
helping out stories they heard.
Reading: - Pre-reading: Tell Ss that they are going to read a story Students listen to T’s 5’
She owes you a - Understand the called “She owes you a favor”, in which a girl got help instruction. Ask
favor main ideas and when she really needed it. Explain the expression to owe questions if anything is
supporting someone a favor. unclear or there are any
details in a story. - While reading: Have students read IN-CLASS
- Draw inferences new words.
EXERCISE 3, and then ask them to go through the
on the basis of reading text “She owes you a favor”. Asks Ss to answer Students listen to T’s 5’

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 Student’s Tentative
Section Purpose Teacher’s activity (T)
activity (Ss) Duration
the following questions (write on board): instruction & do the
Who talks to whom? (Barry talks to Marcello) activity. Give feedback
Whom do they talk about? (about Allison) and check answers. Ask
What kind of help did she need? (she needed help with
questions if anything is
her car)
information in a Who owes whom a favor? (Allison owes Barry a favor) unclear or there are any
story. IN-CLASS EXERCISE 3 new words.
- Post-reading: go through the reading text with Ss,
explain new words if any.
10’
Dialogue: - Pre-listening: Ask Ss how to ask for help and how to Students do the 5’
Let’s go - Identify the respond to it. Write Ss opinions on the board: activities, give feedback
speaker in a Ask for help: Would you mind…? Could you possibly…? and check answers. Ask
conversation. Could you please…? questions if anything is
- Understand the Agreeing to help: Sure I will./Of course I can.
general meaning unclear.
Making suggestions: How about…? Why don’t you
and significant try…?
details of a Accepting suggestions: That’s a great idea./That sounds
conversation. good.
- Orally respond Tell Ss that they are going to listen to a dialogue about a
to statements student asking for help.
from a - While listening: Play the Dialogue conversation “Let’s 5’
conversation. go” twice.
- Will take part in IN-CLASS EXERCISE 4
a dialogue in Workbook exercise b (P.29)
which they Get feedback and check the answers.
warn/accept a - Post-listening:

5
 Student’s Tentative
Section Purpose Teacher’s activity (T)
activity (Ss) Duration
Have students turn to page 141 to listen again with
transcript. Go through the transcript with students,
explain new words (if any). Have students role-play the
warning.
dialogue.
HANDOUT 16: IMAGINE!
Grammar: - Elicit that there are 3 types of reported speech 10’
Reported - Use reported (statements, questions and commands) and clarify that
Speech: speech in Ss are going to focus on reported statements and
Statements & questions and questions.
Questions statements to - To introduce reported speech, write the following
report or sentences on the board, leaving space under each one:
describe ideas I believe that we should help our neighbors.
without using the My neighbor always asks me where he can buy things
speaker’s exact for the house.
words. I always tell him that the best place is the new HOUSE
CENTER.
Sometimes he asks me if I want to go there with him.
Explain that these are examples of reported speech.
They report what people say or think without using their
exact words. Underline the part of each sentence that is
reported.
- Elicit from Ss the exact word said, putting them in
quotation marks. Write these next to the reported
sentences. Point out the differences between the direct
and reported sentences. Focus on reported statements,
how we use “that”.
“We should help our neighbors.

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 Student’s Tentative
Section Purpose Teacher’s activity (T)
activity (Ss) Duration
Then focus on reported questions, pointing out we do
not use the question form of the verb.
“Where can I buy things for the house?”
- Tell Ss that these changes depend on the tense of
reporting verbs. Explaining the term reporting verbs.
Show them how the direct speech changes in terms of
verbs and time/place expressions.
- IN-CLASS EXERCISE 6 5’
Share Ss problems - Ask students if they noted down any problems or Ask questions if
Q&A and seek advice with difficulties they had in understanding the lesson; explain anything is unclear. 1’
students and clarify. Discuss the solutions.
- Write a thank-you note from Allison to Barry.
Do homework for
- Workbook Page 31 and 32.
today’s lesson and
Homework - Handout Homework.
prepare for next
- Tell students to prepare for next lesson
lesson
- Use Handout 14 and 16 for Week 5’s warm up activity.