To provide fluency in the context of describing people
To provide clarification of language used for paraphrasing strategy
To provide clarification of language used for time-gaining and stalling strategies
Procedure (43-53 minutes)
Hi, everyone. How are you today? Ready for our lesson? Do you remember what you worked on with Froilan (another teacher)? Ss probably don't remember. If they do, T praises. If not, T reminds. T: Good. You learned about people and adjectives. T asks two or three students to help them recycle T: Now two topics: Family members, nuclear energy. which one is easier for you to talk about? Ss: (Probably) family. T: Why? (Trying to elicit the concept of familiarity.) T: If we talk about people, you will find it easier, and you can speak more fluently because you know some adjectives to describe people. Good. Now Let's listen to something.
T: Listen to a part of a recording. (To give them an easy task) Say what it is about. T: Sets the pre-task. Listen again, and put a slash when you hear a pause. What is a pause? Ss: (Probably know but can't say). T: When there is a pause, you stop speaking for some time. T: Models a sentence: I / am / a teacher. I teach Spanish. asks ICQs T distributes hand-out. Ss listen and put a slash where they think there are pauses. T has students look for repeats. (A part of the listening is played.)
Teacher forms two or three groups depending on the number of students that show up. 1. T gives instructions: Now you have 3/4 minutes in your groups, talk about a good leader at work, or a good manager. Everyone in the group has 1 min. When you are speaking, your friend will tell you the time. T asks ICQs: Are you writing? Ss: No. Are you speaking? Ss: Yes. How much time does every speaker have? Ss: 1 minute. 2. Students start talking about who they think a good leader is.
1. T: How many characteristics did you say for the manager, 5, 6? Now choose two most important ones. In your group agree on two. You have 3 minutes to prepare your answer. Choose one person to say it to the other groups. 2. Time is set. 3. T monitors to see whether the students are drafting and doing what they are supposed to be doing, and encourages peer-editing, clarity, and accuracy. 4. T gives suggestions if students feel they need any.
T asks the spokespersons to present the group ideas, asks some follow-up questions: Did you all agree on these characteristics? Why do you think this is the most important ones? T recapitulates what the spokespeople mentioned.
CCQs are asked: Sometimes when you are speaking we pause. Why? Ss: (Probably) because we don't remember the words. T: Good. So there is a gap. What do people do then? Ss: (Probably) Use um, erm T: Good. we use something to fill the gaps, or pauses. T: What is the name of the things we use to fill the gaps? Ss: (Probably don't know.) T: Gap-fillers. We use gap-fillers. T: Do we use anything else to buy ourselves some time? Ss: (Might come up with some ideas.) T: We can also use repeats. T: Good. Now listen to a similar task. They also talked about a good leader. Find, gap-fillers, and repeats and draw a circle around them. T: Tape is played. T: Feedback is given. T: When a person has a lot pauses, can we say he is fluent? S: No. T: Short pauses are fine, but long pauses are not good. what should we do with long pauses? T: Now here is a list of some of these you can use. (HO 4 is given) T: Are they fluent? t: Who is the least fluent? S: The last one. T: Why? S: She has more pauses. T: Good. So what should we do when we don't remember a word? Pause or fill the pauses? S: Fill the pauses. (Pronunciation of the fillers is practiced)
T: Now let's practice our fluency skill. T: You have 30 seconds to think of a good teacher. Think of two characteristics. (After 30 seconds) T: In pairs, person talks about a good teacher, the other person keeps the time and writes the number of long pauses, fillers and repeats. Each person has one minute to speak. T: Models. (Chests HO3)I am um a teacher. You know, I teach Spanish. So how many fillers? three. how many pauses? Ss: 1. Did I repeat anything? Ss: No. Good. After one min asks sts to change roles. After one more minute, teacher asks students to change partners. T: Now we are going to talk about a good teacher again but this time in 45 seconds. Don't miss anything you said in your previous one. Time is set. T: OK. Now change your partners. This time you have 30 seconds. Don't miss a word. You should say almost everything you said in your previous round. Time is set. T: Now can you tell me whether you were faster, or not? Why were you faster? WG feedback.