New lesson plan: Sharing interests, changing subjects

Maher

Sharing interests, changing subjects - Upper-intermediate level

Sharing interests, changing subjects
Upper-intermediate level

Materials

No materials added to this plan yet.

Main Aims

To provide clarification and practice of language used for changing subject in the context of boring and embaressing conversations

Subsidiary Aims

To provide fluency and accuracy speaking practice in a conversation in the context of awkward and embarrassing convesation

Procedure (26-44 minutes)

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

-T will start the lessson with a picture of boring and awalward conversations. -T will ask three questions to make SS generate more ideas. -In pairs, SS will discuss the questions asked by the T. -SS with these questions,T will drwa SS' attention to the topic. -Questions *Were you in a boring or awkward conversation once? *How often do you face this situation? *What do you do ti escape?

Exposure (4-6 minutes) • To provide a model of the task and highlight useful words and phrases

-T will give each pair a short text. -SS are to work in pairs and underline the phrases used to change the subject. -T will monitor and give hints if needed. -T will present the texts on the W/b for SS to give FB. -T will ask for the reason SS chose their phrases. -SS will go back to the text to show their logic.

Language Analysis (6-15 minutes) • To clarify the meaning, form and pronunciation of the task language

Meaning: -T will give a HO with the marker phrases on it to SS. -SS are to read the phrases and answer the ten question below. -T will tell SS that the answer is not more than two words. T will state that SS should go back for the text if they want proof to answer the question. -T will monitor to check if SS are on track with the task. -SS will check their answers with their partners. -T will give FB from SS with requesting a proof for their answers. Form: -T ill draw SS attention that the phrases can't form full sentences alone, and they come at the beginning of the sentence. PRON -T will drill the marker phrases showing the stress placement and the linking.

Controlled Practice (5-8 minutes) • To provide students with practice of the task target language

-With another HO, T will ask SS to fill the gaps with one of the six phrases in the box. -SS are to read the dialogue and complete it with the suitable phrase in the right place. -SS will work in pairs to fill the gaps. -T will take FB from SS. -T will use CCQs to make sure that SS are ready for the freer practice. CCQs *is it another topic after the phrase? *is this phrase used to go back to the old topic? *did the speaker add more information?

Freer practice (8-10 minutes) • to provide SS with a fluency practice

-T will hand SS slips of paper with situations of boring or embarrassing conversations. -SS will take 2 muns to generate ideas about the dialogue they will do. -T will prompt using f the phrases by keeping them on the board. -SS will start the activity, and T will monitor. -T will take notes and provide SS with delayed error correction on the W/b.