Will for offers and instant decisions lesson
By the end of the lesson, students will be able to make offers and give instant decisions by using will
They will be listening to a dialogue where they need to fill in the gaps and they will be talking about a situation by using will structure. My sub aim is listening for specific information and speaking for accuracy.
Procedure (34-40 minutes)
T greets the students and shows two different pictures on the PowerPoint she prepared (See Appendix A) to the students and answer some questions about the pictures. T asks students to work in pairs and discuss over the questions and come up with some answers. Students give some answers and guess what the problem is in each picture.
T tells that they are going to listen to a dialogue and check their guesses and take notes on how the problem is resolved. Students listen to the recording and take notes on what the problem is and how each problem is resolved. After getting the answers from the students, teacher distributes the handouts (See Appendix B) to the students in which they need the fill in the gaps. Students listen to the dialogue again and fill in the gaps. T asks students to check their answers in pairs before the feedback part. When they are finished checking their answers in pairs, T shows the answer key on the board. The target language is color-coded. T asks some CCQs to the students to get the meaning. Some possible CCQs are listed above: Do the speaker decide to do the action at the time of speaking or before? Is it an instant decision or planned decision? Is the speaker offering something to the other person? After eliciting the meaning from the students, T wants the students to focus on the form of the target language. T elicits the form from the students writes the form on the board. They will be seeing the target language and its form on the board.
T gives them a handout (See Appendix C) in which students need to match the situations with the best answers. The answers are instant decisions and offers. First, they match their answers individually. When they are finished working individually, T asks students to check their answers in pairs. After doing the task individually and checking their answers in pairs, T asks a student to read the sentence and the other student will read the answer. If it is correct, the student who gave the correct answer nominates another student. By doing this, students take the control of feedback stage and they check their answers together.
T gives a situation card to each student. (See Appendix D) and asks them to come up with a good answer about the situation they have. They write their answers on the cards and T monitors them and helps them if needed. Each student comes and writes their answers on the board. When everyone is finished writing their answers on the board, students are asked to guess what the problem is according to their answers. They will guess the situation and come up with alternative answers to the situations. It will be like a guessing game where all the students see all the situations and may come up with alternative answers. For this activity, students are going to nominate the other student to come up with alternative answers or guess what the problem is.