New lesson plan: Assessed TP 7

James Bocock

Assessed TP 7 - Upper Intermediate level

Assessed TP 7
Upper Intermediate level

Description

In this lesson, students will practice the productive skill of speaking for fluency in the context of humor.

Materials

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Shaun of the Dead Movie Poster

Main Aims

To provide fluency practice for students in the context of discussing proverbs relating to laughter from different countries.

Subsidiary Aims

To provide practice in functional language used in asking about comedy films.

Procedure (49-59 minutes)

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

1. Ask the students what they like to do in their spare time. Wait for someone to say watch films or go to the cinema. 2. Ask the students what type of movies they like. Wait for someone to say comedy. Ask students to name off some funny movies.

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

1. Speak to the students about the plot of Shaun of the dead and explain what makes it funny. Tell the students to think about whether they would like to see the movie or not. 2. Ask the students to discuss in PW about whether they want to see the movie or not. 3. Ask the pairs to speak to the class about whether they would see it or not.

Useful Language (7-8 minutes) • To highlight and clarify useful language for coming productive tasks

1. Elicit from the students some questions they may want to ask each other in relation to comedy films. 2. If students do not say the following, provide them: "What's it about?" (point out "What's-it") "What's so funny about it?" (point out "What'so") "When did you see it" (point out "When-dja") "What did you like about it?" ("wha-dja").

Rehearsal (8-9 minutes) • To provide an opportunity to practice target productive skills

1. Ask the students to write down their favorite comedy film. 2. Ask the students to spend some time writing notes about the plot of the film and why it's funny. 3. Ask the students to discuss with their partners about their favorite comedy film. Specifically ask the students to explain the plot and why the movie is funny to them and to ask some of the questions that were mentioned earlier.

Speaking for Fluency (10-12 minutes) • Practice speaking for fluency in a rotating partner setting

1. Ask the students to stand up and arrange themselves in two lines facing one another. Ask the students to explain their favorite comedy film to the person across from them, and why they find it funny. Tell the students to ask the questions to their partners if they do not believe that they have been answered. 5. Ask students to rotate after a few minutes, and explain what they have just said to their previous partner. Continue rotating until everyone has spoken with everyone else about their favorite comedy film.

Feedback and Error Correction (6-7 minutes) • To provide feedback on students' production and use of language

1. Bring up content generated during the speaking time. Ask students if any of the movies were new to them. 2. Ask students what movies they would like to see most based on the class descriptions. See which movie is the favorite. 3. Do error correction.

(If time) Backs to the Board (5-6 minutes) • Provide students with speaking and listening practice to describe a movie

1. Since students have just heard several plot descriptions of movies, ask a student to stand up and face away from the board. 2. Explain to the students that they will be trying to get the student facing the class to guess the name of the movie that is written on (or being pointed at) on the board. If there are enough people in the class, turn this into a team game.

(If time) Criticism of the focus subject (5-6 minutes) • Provide students with speaking for fluency in the context of discussing if they like comedy films.

1. Ask students to discuss with partners if comedy films are of value or if they are a waste of time. 2. After students have discussed it with their partners, ask them to share with the class their opinions and rationales.