Speaking fluency (in context of wedding reception)
Elementary level
Description
Materials
Main Aims

To provide fluency speaking practice in a discussion of comparing, giving suggestions and requesting a present in the context of wedding reception
Subsidiary Aims

To provide review and practice of adjectives, intensifiers, comparative and "can" for possibility in the context of wedding
Procedure (4048 minutes)
1. T builds the atmosphere and acts as if she was sad because she had a problem.  “I have a problem and I need your help” 2. T doesn’t say what the problem is. Get the students to write 3 questions to find out what the T’s problem is. 3. Give instructions:  “Do you know what my problem is?” (no).  “Write 3 questions to find out what the problem is”. 4. ICQ: “How many questions will you write?” (3 questions). 5. Give some students to write their questions. 6. After they have written their questions, T will get the students to discuss in a small group to choose 3 best questions to find out what the problem is:  “Selma, how many questions have you got?” (3)  “Filiz, how many questions have you hot?” (3)  “Salih, how many questions have you got?” (3)  “So how many questions have we got in total?” (9)  “Now, speak with your friends and get 3 best questions to ask me about the problem” 7. ICQ: “How many questions will you decide together?” (3) 8. Give some time for the students to discuss. 9. T answers student’s questions. (General plot: T needs to go abroad for her friend’s wedding) * Alternative for step 19: If T thinks that students will have problems to make questions and may be time consuming, then eliminate step 19 and directly present the invitation (step 10). 10. Teacher presents the envelope and let the students to open it and read the invitation. 11. Use the invitation to elicit answers:  “from their names, where are they from?” (India)  “Is India far from Turkey?” (yes)  “How many hours do you think to get to India?” (10 hours) 12. Set the task:  Now, can you tell me 3 steps of how to go to India from Istanbul?  Do it alone first. 13. ICQ: how many steps will you write? (3 steps). 14. Get the students to work in a small group. 15. Give instructions:  “Selma, how many steps have you got?” (3)  “Filiz, how many steps have you hot?” (3)  “Salih, how many steps have you got?” (3)  “So how many steps have we got in total?” (9)  “Now, speak with your friends and get 3 best steps to get me to India” 16. ICQ: “how many steps are you going to tell me? (3 steps) 17. Give students some time to discuss. Encourage students to use verb collocations. 18. Students present the steps. 19. For feedback and error correction: use scaffolding techniques when necessary.
1. After knowing how to get to India, T then presents another problem: choosing a dress to wear at the reception. 2. T presents 2 dresses and the coloured paper representing the colour of the shoes:  I’ve got 2 dresses and these are the colours of the shoes that I have. 3. Set task:  Can you help me choose one of these dresses and which colour of shoes will fit with it?  Choose a dress and the shoes. Prepare your answers alone first. You can use these words (comparative forms, adjectives, etc) to explain your idea. 4. Give some students to prepare their answer alone. 5. Group task: Now discuss with your friends, which dress should I wear and which colour of the shoes fit with the dress. 6. Give some time for students to discuss. 7. Elicit answers. 8. For feedback and error correction: use scaffolding techniques when necessary.
1. After knowing what to wear for the reception, T presents another problem: choosing a gift for the bride and groom. 2. T cue problem question: “now I know what to wear for the wedding, but what (present/gift) should I give to them? 3. Set the task:  Can you think of 3 presents/gifts than I can give them?  prepare you answers alone first. 4. ICQ: How many gifts will you think? (3) 5. Give some time for students to prepare their answers. 6. Group task:  Now discuss with your friends and decide 1 present/gift that I can give to them. 7. ICQ: How many gifts will you decide together? (1) 8. Give some time for discussion. 9. Elicit answer. 10. For feedback and error correction: use scaffolding techniques when necessary.
1. After knowing what to give for the bride and groom, T presents another problem: choosing a reward as a token of gratitude. 2. T cue problem question: “Thank you very much for helping me, in return I will give you some gifts/presents. Tell me what gifts/presents/souvenirs that you want me to bring from India. 3. Set the task:  Can you think of 3 presents/gifts that you want from India  prepare you answers alone first. 4. ICQ: How many gifts will you think? (3) 5. Give some time for students to prepare their answers. 6. Group task:  Now discuss with your friends and decide 3 present/give that I can get you from India. 7. ICQ: How many gifts will you decide together? (3) 8. Give some time for discussion. 9. Elicit answer. 10. For feedback and error correction: use scaffolding techniques when necessary. 11. Summarise the lesson. 12. End the lesson. *Extra activity: 1. Ask what students’ think about India – open PW. 2. Play hangman of word round wedding:  bride  groom  first dance  honeymoon  motherinlaw/fatherinlaw  husband/wife