Continuing a conversation, 4b
To provide fluency speaking practice in continuing a conversation in the context of daily past activities.
To provide specific information listening practice using a text about phrases of continuing a conversation in the context of daily past activities.
Procedure (39-48 minutes)
Following greeting (Maybe some questions like "How was it yesterday? Following the answers, say "Oh, great/nice/right, Really?" then ask something related), tell the students that they will see two different conversations (chat/2 people speaking - a picture of 2 women is also projected on the board). Tell them to listen and watch carefully and that they will try to find the differences between these conversations. Ask "Is there one conversation?", "No, 2.", "Are they same?", "No, different." Conversation 1 Ipek: Hi Meral, how are you? Meral: Hello, I'm fine, what about you? I: Thanks, good. What did you do last weekend? M: I was ill and stayed at home. I: Oh, dear. Conversation 2 Ipek: Hi Meral, how are you? Meral: Hello, I'm fine, what about you? I: Thanks, good. What did you do last weekend? M: I was ill and stayed at home. I: Oh, dear. Are you OK now? M: Yes, I am. How was your weekend? I: I went to the cinema at the weekend. M: Oh, great, what did you see? I: I saw Suicide Squad. M: You're joking. Who did you...... Following the conversations, now tell them to talk in pairs about these conversations to find the differences. The students might say one them was short and the other was long. If so, ask "which one was longer?", "In the first one, did I listen to her/ask questions about her illness?", "did we speak many things in the second one, were there lots of questions?" "Was it interesting for me?"
Mention about the conversation between Jane and Henry and also Sarah and Mick by projecting the picture in the student's book on the board. Tell them that they will listen to the conversation again. Show the hand-out for exercise 8a and tell them that there are question forms with gaps and they will try to find and fill them with their partners. Then the answers are checked with the whole class. Listen to the recording again and drill the follow-up questions by repeating. (Maybe not)
Divide class into 3 (wow-really-joking) and give each group a boardmarker in different colour. Write the weekend activities below on the WB and tell them to write as many questions as possible. Tell one of them "I went to the cinema. Ask me a question about it" (who, what, when, where, which). They can write the questions under any title. Each group will think for a minute and then they write the answers as quickly as possible. - Went to the cinema (possible answers: What did you see?, what was it like?, who did you go with?, which cinema did you go?, where was that place?) - Went to America (possible answers: Where did you go in America? Which city did you go? what was it like? what did you eat there? what did you buy? what did you do? who did you go with? where did you visit? where did you stay?) - Had dinner (possible answers: what did you eat?/what did you cook? where did you have dinner? who did you eat with? who cooked dinner? ) - Did shopping (possible answers: what did you buy? where did you go? who did you go with?
Project the exercise 9a on the board and say "Emine, what did you do yesterday?" wait for her to answer and say "now choose one of them and ask me" Say "Yunus, choose one and ask your friend." Tell the students to work in pairs and write a dialogue/conversation using the questions learnt so far. Show the example from the exercise 9b projected on the board. Tell them to make their conversation very very long and ask many questions to make it longer. Tell them that they have 3 minutes. When completed ask the pairs how many questions they have and call the pair who has the most questions to the board to read the dialogue.
For the pairs, while reading their dialogue, listen and check for mistakes and correct where necessary.