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Teaching Practice 7b
Pre-intermediate level


This lesson intends to introduce Ss to functional language in the context of holiday problems. The main aim is to give all Ss in the class an activity where they can produce a spoken chunk of dialogue in a group environment. Ss will practise speaking and listening skills. The first (listening for gist exercise) exposes them to TL in a natural context and the missing dialogue exercise and follow up role play practise speaking in controlled and semi-controlled environments using target language. Pronunciation and the rhythm language will be both demonstrated and practise. The lead-in will set the context ( holiday complaints) for introducing the language and this will be analysed on the board. Students will work individually, as a whole group and in pairs so will be able to interact with different Ss.


Abc 7b review sheet 1
Abc 7b audio track 78
Abc mounted dialogue
Abc 7b script scenarios

Main Aims

  • Our main aim this lesson is to practise 'functional language' in the context if holiday problems (complaints and requests).

Subsidiary Aims

  • Our secondary aim is listening for gist. To expose Ss to TL in a natural context.


Lead-in/warmer (3-5 minutes) • To set a natural context for the functional language practised in the lesson and immediately engage Ss in the topic of holiday problems.

1)* Project a scene onto the WB of holidaymakers boarding the bus to go on holiday. 2)* Ask Ss: "Where are these people going?" (on holiday). What do we call people who are going on holiday? (elicit holidaymakers), drill and put word on the WB. CCQ: Would a holidaymaker need to pack a suitcase? (Yes. Probably). 3)*Show Ss a pictures of a beautiful resort. Ask then to describe it? What is there - nice food? a pool? * Would you like to be on holiday there? 4) Show Ss picture of a horrible holiday resort bedroom. Would you be happy hear? [No.] *.. what would you do [elicit speak to a manger ] and show flashcard to confirm. Set the context for complaining.

Stage1: Pre-teaching Vocab (5-7 minutes) • To give Ss lexis to use with functional language and prepare them for the productive exercises.

1) * Elicit key vocab using mime, flashcards and short stories 2) complain – context : story about my niece who always has a problem: “ mum my leg hurts” “ mum I feel sick” “ mum I'm too hot”, “ Daniel (her brother) stop playing on the computer, you're too noisy”.. it goes on. [elicit complain] she is always complaining. complaint- (context as above) . CCQ: If someone gave you a free ticket for the lottery, would you complain? (no). If the cleaner threw it in the bin would you complain? (yes). 3) terrible – context: weather. When it is raining the weather is [bad]. When it is very very bad. The windy is blowing, the rain is heavier, you can't leave the house = [elicit terrible] CCQ: would you go for walk if it was just raining a little bit and you had an umbrella? [yes] . Would you go for a work if the weather was terrible? 4) air-conditioning – flashcard/ projector. Story of driving in my car, is so hot I wish I had air con 5) lift – context: apartment blocks in Istanbul story and flashcard/ projector. CCQs- if you lives on 10th floor of your flat, would climb the stairs every day? ( no) 6)request – context: music on the radio . The next song is for xxxx who'rs birthday it is today.. Is a a request a question? [yes] 7) polite – context: road rage, rude, no respect a- the opposite. Opening a for for a woman, holding a door open for someone. CCQs it polite to ask someone how old they are? (no) If you are polite would you be just thinking about yourself or would you be thinking about other people's feelings?

Stage 2: Listening activity 1 and 2 (6-8 minutes) • Ss to practise receptive skills - listening for gist. Ss are exposed to functional language in context.

1)* T tells of a time she had to complain at a hotel (no air con in the room). Give Ss 30 seconds to think about a time they had to complain at a hotel. 2)*T introduces the listening activity. Ss listen to the audio of three scenarios where holidaymakers complain to the hotel receptionist once, listening for gist. They will note down what the problem is for each scenario. T asks S in the class and brainstorms on WB so vocab is available for future activities. 3) * Ss listen again and note down the solution - and T repeats answer/ brainstorm on the board.

Stage 3: Controlled Practice - disappearing speech (10-12 minutes) • Ss practice using functional language in a controlled environment.

1) *T introduces the seen . Dennis is at his hotel. it is the Mamara, in Istanbul. He needs to complain to the manager. ( warm up class with mouth stretching exercises if appropriate here) 2) *T uses dialogue strips to builds a dialogue sentence by sentence at the front of the class, drilling as a WG. 2) * S then split in half; one half taking the role of the receptionist and one the Dennis the holidaymaker. 3)* Gradually T will remove section of the text and see if the Ss can still remember it - keep drilling. Ideally all dialogue will go and Ss will have memorised the whole script. 4) * T asks 2 students to help move the dialogue to the wall so we can keep it up to view.

Stage 4: Language analysis (6-8 minutes) • To draw attention to the structure of the functional language taught for this topic.

1) * T puts a review 1 on the projector and shows Ss functional language lead-ins for requests and complaints. *Ss say which are requests and with are complaints. T identifies the ? A request is a question. 2) * T elicits for from Ss ( see LA sheet), identifying verb ( base) and verb + ing endings. 3) T draws attention to 'polite' language and how we answer request questions.

Stage 5: Feedback: Role Play. (5-7 minutes) • To give Ss opportunity to practise freer speaking in a semi-controlled environment using the target functional language

1) * T demos role play with one scenario and use of materials on the board - as this is what we want the Ss to do. 2)* T divides the class into pairs - and matches stronger Ss with weaker where necessary. 3) * Ss chose a scenario from a pot work in pairs to create a 5 (or more) line role play of their own. 'Hands up and shout up and down when fished'. 4)* Ss should use the board for stimulus. 5) * T monitors pairwork

Stage 6: Review of target fuctional language (2-4 minutes) • Stage 6: To review TL and give Ss a clear

* T demos the context of and then hands out a sheet with functional language- so they able to review at home and refer to this sheet.

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