Mohammad Zamanipour Mohammad Zamanipour

Things going wrong- 1st lesson plan
B1+ Intermediate level

Description

This lesson continues with the same general context as the previous but it focuses on functional language and awareness of differences and similarities of saying no in different cultures. The initial listening activity introduces the importance of saying no politely, which is the language focus in this lesson.

Materials

Abc After listening, answer the questions
Abc HO-Questions for Ss' memory
Abc Speaking Handout

Main Aims

  • To provide clarification, review and practice of functional language for saying no politely

Subsidiary Aims

  • To give practice in listening for gist and detailes
  • To give practice speaking for fluency

Procedure

Warmer/ Lead-in (4-4 minutes) • To set lesson context and engage students

Tell them about the concert that was obligatory and I had to go yesterday and I could not say no to my wife. Or with hot-seat game I will introduce the topic. I give the instructions of the game and I play twice. 1st I write Saying then I write No ( 2 ss) I write a big Saying NO on WB

Exposure (5-6 minutes) • To provide the context for the target language through a listening

Introduce the characters from the listening - Mark and Victor, and writing their names on the WB. Put the question on the WB. Are they talking about work or friends? I give them instructions: Do not tell your idea before I say. When we are done, you discuss your reasons. Ss listen to the conversation. SS peer-check and discussions. Take w/c FB.

Listening for details (7-8 minutes) • To draw students' attention to the details

Ask Ss 1 or 2 questions about Mark and Victor to get their attention and prepare them for detailed listening task: Where is Victor from? Where did Mark have to go? Ask Ss to read the questions first and then they listen to the conversation again to catch the answers. Instructions: Do not show your answers to your friend during listening. Do not tell your answers during listening. If you miss an answer that is OK. Do not worry. Then I will play Mp3 and pause when Mark's explanation is over, I ask ss to write the answers, then I play the rest of mp3. \when ss are done, in group they check their answers. Then WC will check the answers

Language awareness (5-5 minutes) • Language awareness of saying no in different situations

Ss match extracts from emails and conversations. 1st, ss match them individually then in pair they check their answers. Then I ask them about similarities and differences between their L1 and English .

Productive Tasks (14-14 minutes) • To provide an opportunity to practice target productive skills

Ss individually match 6 sentences with the highlighted expressions from the extract. Then ss check their answers together S-S. I put the expressions on WB. Then we check the answers together. T-WC Then I ask ss to practice each conversation and play the role in each situation. I give them time and I ask ss to play the role twice with the opposite character. ( Just for ss who finish the task early) :

Feedback and error correction (3-3 minutes) • To provide feedback on students' production

I will quickly correct the errors that I have heard during the recent activities. I put them on WB and elicit answers from ss.

Final discussion and summary (4-5 minutes) • To provide an opportunity to review the differences and similarities

in 1 minute, ss think about the questions and in group they discuss the questions. In each group, I nominate a student to give me an answer

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