Sample for SFM Uni
To provide practice of language used for asking for clarification in the context of jobs.
While the lesson needs to integrate listening, writing and reading, my main skills aim is to provide fluency speaking practice in a conversation in the context of jobs, and asking for clarifications using the target language.
Procedure (26-42 minutes)
Start with the word 'Pardon' on the board. This is a loanword and so gives us a common starting point. I will elicit that we use this when we don't understand something. I will test the student's knowledge by asking for other phrases with the same meaning as pardon. New phrases will go up on the board in a column called 'I don't understand' (1/3rd of the board, on the left). If the ones in the book are not mentioned, I will add them.
Books closed. Explain that we will listen together to the track. Our purpose is listening for detail. I will ask the students to listen for what a 'Job Aptitude Test' is. I will slur the words to get the students using the language. ICQ questions. Do we need to write anything? No. Just listening. Do you think we will get the answer straight away? No.
Books open: I will have the students work individually. They will need to first underline the expressions that show the speaker doesn't understand. Then, expressions that show the speaker is explaining. Finally expressions that show the speaker does understand. As I see students getting the right answers, I will ask them to add their expressions to the board in two additional columns. In this way we will build complete language structure on the board.
I will ask the students to take a piece of paper. They will need to write on one side the job they would most like in the whole world. Underneath, they need to explain what that job is, using one of the explanation keywords on the board. On the other side of the paper they will need to write one of the phrases to express not understanding, and one of the phrases to express understanding. I will be monitoring for accuracy at this stage.
The students then practice the conversation in pairs, whereby one of them reads one side of the paper, and the other reads the other side of the paper. If we have time, I will encourage them to stand up and practice, but putting their paper behind their backs, and only using them if necessary. (Because students are responding to expressions chosen by other people, they should naturally use a variety of expressions as they practice.) I will be monitoring for any mistakes, and will correct these at the end of the session.