New lesson plan: Strategies for giving and holding the floor

Joel Enrique Ruelas Leal

Strategies for giving and holding the floor - B2-C1 level

Strategies for giving and holding the floor
B2-C1 level

Description

In this lesson, students will learn about strategies for giving and holding the floor using their speaking skills.

Materials

No materials added to this plan yet.

Main Aims

By the end of the lesson, students will be able to effectively use conversational strategies for giving, holding, and interrupting the floor in discussions.

Subsidiary Aims

To provide practice on how to manage conversations, using skills such as holding, giving or interrupting the floor.

Procedure (45-55 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

- T greets students and asks them about their day. - T asks students to think of a time they were a part of a group discussion. - T pairs students so they can talk about that time. - T writes on the board: "How do you join a conversation when others are speaking?" "How do you make sure others listen to you in a discussion?" - T asks students to discuss with their partner. - T elicits examples from students.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

- T shows ss a model of a debate in which they use language needed. - T plays the video. - T asks ss to pay attention to the language they use for giving the floor, holding the floor and politely interrupting. - T asks: "What strategies did you notice for joining or holding the conversation?" "Were the speakers polite when interrupting? How?"

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

- After T plays the audio, T screenshares GOOGLE PRESENTATION to check meaning of the phrases. - T gives instructions: "Perfect, now that you heard the conversation between Joel and Paquita. In pairs, I want you to match the phrases to the categories and discuss with your pair. I am going to send it through the WhatsApp group so it's easier for you. For this activity, you are going to have 2 minutes." - T asks ICQ's: "So, Fedra, is it individual or in pairs?" "Fer, are you going to match the phrases or create your own phrases?" "Kesli, how much time do you have? 2 minutes or 3 minutes?"

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

- T tells students "Perfect, now, for 10 minutes you are going to use the new language in a civil conversation" - T divides students into small groups of 2-3 and gives them a discussion prompt. 1.- What makes a good friend? 2.- Is it better to have a big family or a small family? 3.- What is the best type of vacation? Beach, mountains or city? Why? 4.- If you could have any superpower, what would it be? 5.- What is the best way to spend a weekend? - After they finished, T asks one or two students to share their conversation with the rest of the group. - Students do the activity.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

- While monitoring the task, T writes down common mistakes. - T after they are finished, T discusses common mistakes that he heard from students. - T elicits correction from the students and emphasizes correct usage of the phrases introduced earlier. - T says goodbye to students.