Anisha Pradhan Anisha Pradhan

Copy of Will for offers and instant decisions lesson
Intermediate level

Description

In this lesson, the teacher asks students to look at two different pictures and the questions about the pictures. T makes them talk about the questions such as where the people are in the photo, what is the relationship between them etc. T adds that there is a small problem in each picture and wants them to guess what the problem is.After trying to guess what the problem is, T gets some ideas from the students. After this stage, students listen to the dialogue to check what the problem is and how it is resolved. Students listen to the dialogue one more time.This time they will be listening to the recording to complete the missing sentences. When they complete the missing sentences, students check their answers in pairs. After making them check their answers,T gives the answer key to them so that they can check see the correct version of the dialogue. The target language is written in red color. T asks some CCQs to the students and elicits the meaning from them. T gives the written record of the CCQs and the answers to the students. T focuses on the form of the target language after setting the meaning. After setting the meaning and focusing on the form, T shows them an example of the target language. Students will be thinking about the best answer. After getting the best asnwer, students will be doing a matching activity in which they need to work on the target language. Teacher gets the feedback by making the students read the dialogue in pairs nominating different people from each group. In this stage, teacher may focus on the pronunciation part if needed. After practising the target language as a controlled practice, teacher gives a situation to each student and asks them to come up with an answer for the situations. After they work on their answers for a while, they play a game. Each person writes their answers and posts their answers on the board. The others will be guessing what the situation is!

Materials

Abc Situation cards-Freer practice (Appendix D)
Abc New Cutting Edge Intermediate Students' Book (Appendix C)
Abc PowerPoint Presentation (Appendix A)
Abc Gap-fill handout (Appendix B)
Abc Matching activity-Controlled practice (Appendix C)
Abc Situation cards-Freer practice (Appendix D)
Abc Situation cards-Freer practice (Appendix D)

Main Aims

  • By the end of the lesson, students will be able to make offers and give instant decisions by using will

Subsidiary Aims

  • They will be listening to a dialogue where they need to fill in the gaps and they will be talking about a situation by using will structure. My sub aim is listening for specific information and speaking for accuracy.

Procedure

Lead-in stage (5-6 minutes) • To set the context to get their interests in the topic and activate their schemata

T greets the students and shows two different pictures on the PowerPoint she prepared (See Appendix A) to the students and answer some questions about the pictures. T asks students to work in pairs and discuss over the questions and come up with some answers. Students give some answers and guess what the problem is in each picture.

While listening (10-11 minutes) • To check their guesses and fill the gaps to get the target language

T tells that they are going to listen to a dialogue and check their guesses and take notes on how the problem is resolved. Students listen to the recording and take notes on what the problem is and how each problem is resolved. After getting the answers from the students, teacher distributes the handouts (See Appendix B) to the students in which they need the fill in the gaps. Students listen to the dialogue again and fill in the gaps. T asks students to check their answers in pairs before the feedback part. When they are finished checking their answers in pairs, T shows the answer key on the board. The target language is color-coded. T asks some CCQs to the students to get the meaning. Some possible CCQs are listed above: Do the speaker decide to do the action at the time of speaking or before? Is it an instant decision or planned decision? Is the speaker offering something to the other person? After eliciting the meaning from the students, T wants the students to focus on the form of the target language. T elicits the form from the students writes the form on the board. They will be seeing the target language and its form on the board.

Practice (Controlled practice) (10-11 minutes) • To make the students practice the target language

T gives them a handout (See Appendix C) in which students need to match the situations with the best answers. The answers are instant decisions and offers. First, they match their answers individually. When they are finished working individually, T asks students to check their answers in pairs. After doing the task individually and checking their answers in pairs, T asks a student to read the sentence and the other student will read the answer. If it is correct, the student who gave the correct answer nominates another student. By doing this, students take the control of feedback stage and they check their answers together.

Production stage- Speaking (9-12 minutes) • To make the students produce the target language through speaking

T gives a situation card to each student. (See Appendix D) and asks them to come up with a good answer about the situation they have. They write their answers on the cards and T monitors them and helps them if needed. Each student comes and writes their answers on the board. When everyone is finished writing their answers on the board, students are asked to guess what the problem is according to their answers. They will guess the situation and come up with alternative answers to the situations. It will be like a guessing game where all the students see all the situations and may come up with alternative answers. For this activity, students are going to nominate the other student to come up with alternative answers or guess what the problem is.

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