English Lesson Planner | TP: 2a

Cisel Derli

TP: 2a - Cisel Derli - Intermediate level

TP: 2a - Cisel Derli
Intermediate level

Description

In this lesson, students learn about the expressions for misunderstanding through speaking activities. The lesson starts with a quick reference to the video 'We're sinking' and the teacher pre-teaches the expressions for misunderstanding which will help the students in the speaking activities. This is followed by seven exercises. Firstly, the students match the cut ups about the expressions for misunderstanding (p.133 | 3.3). The second exercise (4a) is completing the responses by finding the missing words. The third exercise (4b) requires the students to read the sentences of the speaker A in each dialogue and continue the conversation with their own words.The fourth exercise (5a) is reading a conversation and underlining five examples of reformulation. For the fifth and sixth exercises, the students are expected to role-play the dialogues (ex. 6a and p.162 | 3.3). Finally, if time allows, the students think of a problem and begin a conversaion to role-play. The teacher monitors and takes notes of good and bad usage of the functional language.

Materials

Unit 3.3 Ex. 4a

Unit 3.3 Ex. 5a

Unit 3.3 Ex. 6a

p.162, Ex.3.3

p.132 | Ex.3.3

Unit 3.3 Ex. 4b

Cut ups

Unit 3.3 Ex. 4a

Unit 3.3 Ex. 5a

Unit 3.3 Ex. 6a

p.162, Ex.3.3

p.132 | Ex.3.3

Unit 3.3 Ex. 4b

Cut ups

Main Aims

To provide students an opportunity to use the functional language related to the topic 'misunderstandings' efficiently.

Subsidiary Aims

To provide students with a speaking practice in a conversation in the context of misunderstandings.

Procedure (40-46 minutes)

Warmer/Lead-in (2-3 minutes) • To refresh their memory and engage the students

Reference to the video 'We're sinking': Refer to the video quickly to adapt the ss to the subject 'dealing with misunderstanding'. Ask the ss about their experiences of misunderstanding resulting from their level of English.

Introduce the Context/ Pre-teach (8-10 minutes) • To introduce and interest the ss in the expressions for misunderstanding

Project the expressions for misunderstanding on the board. Teach the expressions by creating situations for each group (saying you didn't hear sth, saying you don't understand sbd's opinion, asking sbd to explain sth more clearly and asking sbd to repeat sth). Let the ss guess the situations and respond with a sentence related to each group of expressions. For pre-teach activity, explain what they are going to do with the cut ups. Get them work in pairs to match the cut ups to create expressions. The ss can refer to p.132 section 3.3. Pair check and then open class feedback.

Functional Language Practice #1 (5 minutes) • To make the students more familiar with the functional languge

Tell them they are going to find the missing word in each response in the ex. 4a. Give the handouts and read the first example to clarify the activity for the ss. If needed, find the missing word in the second exercise as well. The ss work and check the answers in pairs. At the end of the activity, W/C F/B.

Functional Language Practice #2 (5-8 minutes) • To provide the students with a more challenging activity on functional language

Tell them they are going to think about what the speaker A says next in each dialogue and continue the conversation with their own words in the ex. 4b. The ss take small notes and practice their dialogues in pairs. Monitor and support the ss. Nominate one of the pairs to perform their conversation in front of the class.

Functional Language Practice #3 (8-10 minutes) • To provide the students with a more challenging activity on functional language

Elicit the word 'reformulation'. Read the first example from the activiy 5a. Ask the ss why the speaker uses the underlined phrase. Write the word on the board. The ss work alone to underline the reformulation examples (groupwork if time is not enough). Check the answers W/C.

Roleplay (12-15 minutes) • To provide an opportunity for students to develop their speaking skills. To strenghten their ability to use the expressions in a conversation.

The ss work in pairs to practice the dialogue between a receptionist and a guest in the example 6a. The ss roleplay in pairs. Monitor and support the ss. Switch the roles in the pairs. The ss practice the dialogue between a receptionist and a guest on the p. 162. Nominate a pair to perform if time allows. If time allows: as third activity, get them work with a different partner. Ss A thinks of a problem and begin the roleplay. Monitor and take notes of good and bad usage of the functional language. Write the notes on the board and let them guess which are good or bad.