Introducing and responding to good and bad news
To provide and practice functional language in the context of good and bad news.
The students will improve their productive skills while they practice for introducing and responding to good and bad news. The students will improve their listening skills for gist.
Procedure (26-35 minutes)
The T writes the proverb on the WB. No news is good news. The T asks the questions. What does it mean? What is the proverb about? The T elicits the answers from students.
The T splits the class into small groups. The T gives the students five pictures. The T gives the instructions. ''Look at the pictures and discuss what is the news and is it good or bad.'' The T monitors the students. The T elicits answers from the students.
The T gives hand-outs. The T gives the instructions. ''Listen to five conversations and match them with the pictures. Each conversation has two bits of news. Write it down.'' The T plays CD 2, track 6.4. Listen again if needed. The T gives the instructions. ''Discuss your answers in pairs.'' The T monitors. The T elicits the answers from the students.
The T splits the class into small groups. The T gives cut-ups with TL phrases used in the conversations. The T gives the instructions. ''There are five headings - good news, bad news, good or bad news, responses to good news and responses to bad news.You have a set of phrases. Listen to the conversations again and put the phrases under the right heading. Write the conversation number next to each phrase.'' The T asks ICQs: How many headings do you have? (Five) Are we listening to the conversations again? (Yes) What are we we writing next to the phrases? (The conversation number) The T plays CD, track 6.4. The students check answers in open groups. The T monitors. The T gives the answer key HO. The students check their answers.
The T writes two bits of news and two responses on the WB. We're getting married. Wow! That's fantastic. Congratulations! I'm afraid you're not invited. Oh. That's a shame. The T gives the instructions. ''Listen to the first conversation. Is the speaker's voice high or low for good news? Is it high or low for bad news?'' The T plays CD 2, track 6.4. The students listen to the track and the T elicits the answers from students. The T marks the intonation and stressed syllables. The T uses front-chaining technique to drill the sentences in choral repetition.
The T gives the students News cards with good or bad news written on them. The T gives the instructions. ''Read your news card, think for one minute what you are going to say. Stand up and, walk round the class, share your news and respond to other students' news.'' The T asks ICQs: Are you sitting at your desk or walking round? (Walking round) Are you just sharing your news or sharing and responding? (Sharing and responding) The T monitors the students and notes down any errors/good language for delayed feedback.