English Lesson Planner | TP 4 - What shall we do?

Mohammad Zamanipour

TP 4 - What shall we do? - B1+ Intermediate level

TP 4 - What shall we do?
B1+ Intermediate level

Description

This lesson starts with an article '' What shall we do?''. The TL for this lesson comes from the listening source and also from previous reading task of Alona. The students will have a receptive skill (listening for detail and main idea) practice. For the subsidiary aim of the lesson, the students will learn some phrases about suggestions for problems in the context of "What shall we do?". For the freer production skill, the students will have freer speaking discussion about the topic.

Materials

EngUnLtd_ Int_Ss Bk, U9.1 p71 ex1

EngUnLtd_ Int_Ss Bk, U9.1 p71 ex2

EngUnLtd_ Int_Ss Bk, U9.1 p71 ex3-4

EngUnLtd_ Int_self-study_ p45 ex3

EngUnLtd_ Int_Ss Bk, U9.1 p71 ex1

EngUnLtd_ Int_Ss Bk, U9.1 p71 ex2

EngUnLtd_ Int_Ss Bk, U9.1 p71 ex3-4

EngUnLtd_ Int_self-study_ p45 ex3

Main Aims

To provide gist and detailed listening in the context of "What shall we do?"

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of "Problems and solutions"
To provide review and practice of expressions from the listening in the context of "What shall we do?"

Procedure (39-46 minutes)

Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

Greet Ss. Play Hot-seat game to elicit the topic of the lesson.(PROBLEMS AND SOLUTION) Ss in pairs speak about the last problem and solution they had. Take w/c FB.

Pre-Listening (4-5 minutes) • To prepare students for the text and make it accessible

Introduce the main characters- Lidia and Ben by showing the picture on the WB. Ask Ss to think about their problems. I will gradually reveal the pictures to activate Ss's schemata. Ss discuss in small groups. Take some FB. Give HO ex1 and prepare Ss for listening.

While-Listening #1 (4-4 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Ask Ss to listen to the conversation between Lidia and Ben to tell me what problems they have. Ss check in pairs. Take w/c FB.

While-Listening #2 (5-6 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Give out OH ex2. Attracts Ss' attention to the questions. Ss discuss the ideas in pairs. Ss listen to CD. Ss peer-check. Take w/c FB.

Post-Listening (10-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Stick expressions and the use of them on the WB Give out HO ex2. Ss peer-check. Ss come to the WB and match the expressions with the usage. Some CCQ: Why will Ben and Lidia have to call someone?(Because they need help) Can they solve their problems without help?(NO) Is there a big difference between “I’ll have to call someone” and “I’m going to call a plumber?” ? (NO) Is it a decision at the moment or we planned before? (at the moment) Are these expressions informal or formal? (INFORMAL) Is it appropriate to say “I’ll have a go, Mr.President.”? (NO) Do we use these expression in writing or speaking? (SPEAKING) Do you use contraction in writing an email to your boss or in a conversation with your friend? (CONVERSATION) Drill the sentences from ex 2. Focus on connected speech. Focus on weak form of going to. Drill the sentences backward. Ss in small groups talk about the best solution for Ben. Take some FB. Give out HD p45. Ss peer-check. I project the answers on the WB. Ss play role in pairs. ( disappearing exercise role-play). I change pairs and every time the role-play become more difficult. 2 Ss play the role.

Semi-controlled speaking Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Ask Ss to think that they are in different situation in ex3. Think about what they could do.(SOLO) Ss in small groups discuss whether they did the same or not. Regrouping the Ss. Take some FB.

Freer Speaking Practice (4-5 minutes) • To provide students with freer speaking practice of the target language

Ss in small groups talk about different kinds of problems that they have in their lives. I monitor and help wherever is needed. Make notes of any mistakes and put them on the WB for later correction and w/c FB. Take some general FB. Put errors on WB from monitoring. Elicit corrections (if there are only a few)