Burcin Burcin

Functional Language:Telephoning expression for problem solving
Elementary level

Description

In this lesson, students will learn about some telephoning expressions that they can use on the phone to get some help. First, as the lead-in, teacher will give a worksheet with some Qs about some problems and let stds talk about them in pairs.Next students will listen to a track(for gist) to find out what problems they have heard then listen to the same track (for detailed listening) to identify in which conversations people know each other.After that stds will do an exercise which is a fill-in-the-blanks exercise. They will complete the missing parts of the telephone conversation extracts from a chart and then check them by listening.Next, over the same conversation tracks, std will do another exercise:they will match the extracts with the definitions. The FB will be WC. Then std will have a flowchart exercise. Here, they will write a full telephone conversation into the charts by adding the missing parts. And as the final, they stds will write their own telephone conversations by looking at the Qs that I have given at the the beginning of the lesson.

Materials

Main Aims

  • To provide students some expressions to get some help on the phone. As for the expressions, they will learn how to call a friend, a business, call back and leave/take a message.

Subsidiary Aims

  • To provide std the functional language (telephoning problems) via listening for gist and listening for details.

Procedure

Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students into the topic of the lesson (problems like being locked out of the house,etc.).

Here, the teacher will give hand out a worksheet with question about some specific problems like losing a passport, being locked out of house/car, being late for an appointment, etc .The teacher will tell the WC to read the Qs and talk about in pair to get some ideas from each other. Then the teacher will listen to some stds' situation by n─▒mination them.

Exposure (4-6 minutes) • To provide context in the listening( listening for gist and detail) form.

Here, the teacher will give the instructions about a listening activity and then play a track which has three conversations related to the topic (problems.) Here std will listen(listening for gist) to the track for matching the conversations with the situations ( losing the credit card, locking yourself out,losing the cell phone). And then they will listen to track to identify(listening for details) in which conversation people know each other. Feedback will be WC.

Highlighting (3-4 minutes) • To draw students' attention to the target language

Here, stds will have an activity in which they will complete the conversations with the words. There are 4 extracts from 4 converstaions. They will check each other and then they will listen to the converstaions to check the As.

Clarification (6-9 minutes) • To clarify the meaning, form and pronunciation of the target language

Here, some of the expressions in the functionl language will be studied in meaning, form, pronunciation. I will also do some M and P in the lead-in sessin to make some word clear for the students. There will be also a gap filling exercise to emphasize the function and the meaning of the language like "Calling back: I'll call you back. Leaving a message:─░ Could I leave a message for him?"

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

Here, stds will be engaged with a flowchart activity. Stds will complete a conversation between two people. To make this activity, the teacher will do A-B grouping. She will do some ICQs to make sure the activity will be done in the clear way. Stds will make full sentences and complete the conversation.

Free Practice (10-12 minutes) • To provide students with free practice of the target language

Here stds are given some instructions to make their own conversations. They are expected to use the expressions from the telephoning expression charts and then pick a situation from the exercise which was done in the lead-in session. Th situations are losing keys, passport, credit card, etc., locking yourself out of your house/car, missing the last train or bus, being late for a meeting or an appoinment and getting lost in a city or a country? They will choose one of them and make a 12-sentence conversation about the target language. They will work in pairs, checked by pairs and then will be nominated to play their role play by the teacher.

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