New lesson plan: Sevgi Üstün, 21st of July, Teaching Practice 7, Making requests and responses

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Sevgi Üstün, 21st of July, Teaching Practice 7, Making requests and responses - Elementary level

Sevgi Üstün, 21st of July, Teaching Practice 7, Making requests and responses
Elementary level

Description

This lesson is designed to help students practice gist listening and listening for specific information. The students are going to brainstorm about some pictures at the beginning. Later on, they are going to do gist listening and listen to find specific information. They will also practice functional language by some activities like making questions and answering them with their peers.

Materials

Course book (Global), hand outs, pictures, CD tracks, WB.

Course book (Global), hand outs, pictures, CD tracks, WB.

Main Aims

To provide the learners practice gist listening and listening for specific information within the context of making requests and responses through guessing, true/false and gap fill activities.

Subsidiary Aims

By the end of the lesson, the learners will have practiced functional language with the context of making requests and responses by making questions and asking them to each other.

Procedure (7-47 minutes)

Warm up activity: Showing pictures and brainstorming vocabulary. (1-8 minutes) • To make the learners ready for the listening task helping them feel confident and reactivate vocabulary

The T will show the Ss two pictures: A boss and an interview. The T tries to elicit the vocabulary asking: Where are they? Who is he? What are they doing? What does he look like? They will make sentences using phrases: " I think it is ..../It is about.../This is a photo of...."The T will write these on the board to help them and gives an example. The T then divides the class into two, gives each group 2 pictures. They will write whichever word comes to their mind about the pictures. They'll do brainstorming. Later I will change the people in their group and they will talk about the pictures using the phrases I wrote on the board. ICQ: What will you write?

Gist listening: Guessing the situations. (1-5 minutes) • To provide listening to understand the overall of the dialogues.

The T will make the Ss listen to 3 conversations and asks them to guess where the diologues happen. The T will only allow them to listen to the dialogues once. They will check their answers with their groups. ICQs: How many dialogues will you listen to? Will you find "where" the dialogues are made? The T gives the answers.

Listening for specific information:True/false activity. (1-9 minutes) • To provide them practicing listening to look for a specific information.

The T gives the Ss hand outs. There are true/false false questions written on the hand outs.The learners are going to listen to the same dialogues and circle true or false on the paper. The Ss will check their answers with their groups. Volunteers will answer give the answers. If needes, they will listen the dialogues again.

Listening for specific information:Gap fill. (1-5 minutes) • To provide practicing listening for specific information and to create an awareness of the functional language.

The T will give teh Ss hand outs. There are some questions (requests) and answers (responses) written on them but there are gaps in the Q&As. The learners will listen the conversations again and try to fill the gaps. ICQ: Are the sentences complete? Are there answers? Will you fill the gaps? The learners will check their answers with their groups.

Clarification : Eliciting and clarifying the functional language. (1-10 minutes) • To help the students understand the functional language in terms of meaning,form,pronunciation within the context of making requests and responses.

The T is going to ask them to give 2 questions from the previous activity. The questions are going to be chosen as : Could I/we finish quickly? and Can I close the door? The teacher asks CCQs.: Is the meaning different? (No) Can we use this one instead of this? (Yes) ( eg. Can I … ? vs. Could I….?) When you talk to your teacher which one is better to use? (Could I…?) So is this formal or informal? (Formal) (eg. Could I…?) The T elicits some other request questions as well. (Would you close the door?, I’d like to finish quickly., Will you help me please? ) Draws a cline on the board and tell the Ss to discuss in pairs where to put the Qs (from formal to informal). on the cline. Later they will tell and T will write them. If there is an error the T will make error correction. The T will show the positive and negative answers as well. Then the T will show the form of the questions. “CAN/COULD/WILL/WOULD + YOU + BARE INFINITIVE (V1)......?" “CAN/COULD + I/WE + (V1)……? /I’D LIKE TO + V1…….” “DO YOU WANT TO + V1…?” Then the T will show the intonation of the questions (it goes up at the end) , do modelling and drilling.

Follow up task: Put the words in the correct order. (1-5 minutes) • To provide practice of functional language.

The T will stick some mixed words on the WB. The Ss will discuss in pairs and try to make them questions and answers. Later they will come to board and put the words in the correct order. ICQs: What are these? Questions or answers? Will you write them?

Back up task: Making questions and role play (1-5 minutes) • To provide practice of functional language.

The T will give the Ss hand outs. They will make requests with the words given individually. Later they will do a role play by asking and answering the Qs with their partners. ICQs:What will you make? Who do you work with? The T will monitor and do error correction afterwards.