To provide review, clarification and practice of language used for making suggestions
To provide gist and specific information listening practice using a text about making suggestions
Procedure (36-47 minutes)
T sets the context to the students by asking Sts what they do on their birthdays and highlighting that they are going to listen to a married couple celebrating the wife's birthday (showing picture of them in student's book) and deciding what to do on such a day.
•Ss guess the introduced Vocab "a present, a play, meet and decide (to)" by a quick "complete the sentence exercise" with pictures illustrating the missing words. Ex: On my birthday, mom always gives me ................ (with a picture here of a present). FB: Drilling of pronunciation if necessary •Ss are then given handouts where they get to complete "choose the correct answer" exercise according to the recording they are going to listen to. Instruction: Listen to the conversation and choose from here the correct (right) answer. ICQ: Are you going to only listen? No. You are going to listen and .....? choose the right answer.
Ss are to listen to the recording and choose the right answers in their handouts (individually). check answers in pairs. Answer keys to be given. WC feedback if needed.
•T gives Ss a recording script of what they have listened to and ask them this time to listen to the recording again and highlight the questions and answers there. Instructions: Listen again and circle all questions and answers. ICQ: what would you do? Listen and circle questions and answers.
•Ss are to be divided into 4 groups and T elicits from each the form of the TL i.e. asking for opinions, making suggestions and giving opinions about those suggestions by letting them go back to the recording script they have and try to complete the sentence written on the WB. What .... we do this evening? ............. have dinner. No, I don't ...... ..... . ...... go to the theatre. OK, That's .... ...... ....... . • T then explains the meaning of the form by highlighting that when asking about new opinion (ideas) shall we/ I .....? is used while in giving the ideas (making suggestions) we use Let's..... • Ss again guess the correct structure of the form by answering right or wrong questions highlighted on the WB. what shall we do today? (use colorful colours to highlight shall and do) what shall we does today? (underline does what shall he does today? underline he and does) Let's eat out (Let's and eat highlighted with colorful markers) Let's eats out (underline let's and eats) Erase incorrect answers and leave on WB only the correct ones. Check meaning and form Do a disappearing dialogue with one student. Pronunciation: •T models and drills wrong pronunciations and highlight it on WB if needed. shall /ʃal/ - let's /lets/ (Oxford Oxford Advanced Learner's Dictionary: OUP) •T makes sure Ss are aware of the change of pronunciation in shall being read within a ● sentence what shall we do? (with shall being weak and sentence stress being on do? /ʃ(ə)l/ (weak) •T makes sure students are pronouncing the link found in That's a good idea Check meaning and form. •Ss are to be given controlled speaking practice in pairs. T sets the context that today is one of the pairs birthday and gives them prompts with places. One Student starts the dialogue, picks up a card with a place and makes a suggestion. The other st disagrees and picks up and a card and makes a suggestion. The sts agree. T has to demo this first and check if they understood. Roles do swap and T monitors and gives FB