Laurie Galbraith Laurie Galbraith

TP 7 Unit 7
Beginner level


Using the target language of asking for help while traveling, students will practice the main aim of grammar/functional language using requests such as "Can you...?" and others like "Excuse me..." while at the same time learning correct pronunciation and appropriate intonation.


Abc Stage 2 Handout: Pick the Best Answer
Abc Stage 3 Handout: Multiple Choice from 4 Conversations
Abc Pictures of York
Abc Student Group Answer Cards (Orange)
Abc Blue & Orange Functional Language Strips
Abc Whiteboard & Markers

Main Aims

  • Introduce new Grammar and Functional Language (as well as clarification and practice of using requests in the form of "Can you...?" and other useful language while traveling such as "Excuse me.." and "Sorry...."

Subsidiary Aims

  • Listening: To provide students with the Listening practice that will be used in productive skills at the end of the lesson for Freer Practice.


Stage 1: LEAD-IN/CONTEXT (3-4 minutes) • Focusing on a student-centered approach - introduce the context of York, England and set the stage of Listening for Gist.

-T posts pictures of York, England on the wall (and a map?) /Or, projects from computer. On the board: "In the city of York" -T writes on whiteboard a brainstorming mind-map, eliciting from students what they see in the pictures. (Words taken from Straightforward Student Handbook page 64). Some blanks are pre-filled (the ones that maybe more difficult. Students will hopefully suggest adjectives such as "old", "beautiful" and "castle" ***USE PROMPTS (WHO/WHAT/WHERE...)*** -Write FB on whiteboard.

Stage 2: MEANING (5-6 minutes) • Give the students the chance to Listen for Gist and participate in pair work.

-T instructs students to listen to the four clips and think about each one. "What's going on in each one" -T gives students handout: Stage 2 Exercise "Circle the Best Answer" -Students listen to each conversation once (for gist only) and one at a time. -T puts answers on the board and students check their answer with a partner.

Stage 3: FORM/FUNCTION (7-8 minutes) • Students Listen for Detail in audio conversations using book-based multiple choice questions.

-T instructs students to turn first sheet over with previous exercise which will reveal Stage 3 Handout: (Multiple Choice from 4 Conversations) based on Listening Ex. 3 (Audio Clip 2.15) from book. (Students will likely look it over and try to fill out some answers ahead from what they remember, which is fine). -T: Alone!! "Please listen again VERY CLOSELY to the conversation and then circle the best choice." -T: Plays audio again if needed. -T Puts answer on whiteboard while audio plays second time around. -T "Please check your answers with your partner."

STAGE 4: PRONUNCIATION/INTONATION (9-10 minutes) • Provide students with accurate models, clarification and practice of functional language phrases.

-T puts students into groups (Dividing the class by half or thirds...depending on size). -T instructs students that she will ask a question and the groups (or pairs) need to hold up the right answers: *****Printed on Orange sheets****** -T asks questions: 1) Can you show me the Levent bus? 2) Excuse me, is this the Taksim stop? 3) Hello, do you speak English? 4) Can you please tell me where the Sisli stop is? 5) Can you please tell me the time? ****If issues arise with meaning for excuse me, use rude & polite example of asking a student to be quiet. Write: both ways on the board with a smiley face and a frowny face******* -As T elicits right answers from students, answers are put on the front board and drilled,****Natural Modeling***** showing pronunciation and intonation as phrases. ***LEAVE ON THE BOARD FOR LATER STUDENT REFERENCE****

Stage 5: SEMI-CONTROLLED PRACTICE (10-12 minutes) • Give students the opportunity for semi-controlled practice using language and intonation they've learned up to this point in the lesson.

-T quickly asks students for names of places in Istanbul (e.g. Taksim, Kabatas...) -T writes these place names on the side board. ****SAVE***** -T passes out alternating orange strips (question) and blue strips (answers) to each student. -Instructions: Read your question to the opposite color: if you are orange, you will find a blue who has the right answer. When you find the person with the right answer, come to the side board to write it. The first pair with the right answer wins! -Go through cycle two times; Instruct students: Second time- the strips have blanks and both question/answer students must use board prompts (Istanbul-based) to fill in the blanks and to ask and answer the question. -Monitor for error correction primarily during second round when the practice is a bit freer.

Web site designed by: Nikue