Teaching Practice 7b
Our main aim this lesson is to practise 'functional language' in the context if holiday problems (complaints and requests).
Our secondary aim is listening for gist. To expose Ss to TL in a natural context.
Procedure (37-51 minutes)
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.
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?
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.
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.
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.
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
* 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.