On the phone
To clarify meaning so learners understand that. To clarify the pronunciation so students know how to say it.
To provide controlled oral practice focused on using the target language accurately.
Procedure (32-46 minutes)
Teacher asks students to remember what they learned in Ayse's lesson and will tell students that in this lesson they are going to continue talking about phone conversations. First, teacher will divide students into groups and then, using PPT teacher will show a slide with the next questions: 1. "Who do you normally speak to on the phone"? 2."When you speak to your friend on the phone, do you use the same language as you would with a doctor or a bank manager?" which will entice the students to form a group discussion. Teacher will give students a few minutes. While students are having discussions,Teacher will hover around the class room monitoring the students discussion.
Teacher will divide the students in to four groups. On the WB teacher will write 3- 4 different scenarios of two different people speaking on the phone. E.g. patient - doctor, student - teacher, two friends just starting a relationship. Teacher will ask students: How would you speak with a doctor? How would a teacher and a student speak on the phone? Teacher will give students few min. After that teacher will ask students about the most common word they used.
Teacher will try to elicit the model verbs ""can"" and ""could"" asking: "How do you begin a question?" If the students don't know, then the teacher will tell the students that this is what they are going to learn in this lesson. How to form questions using "Modal Verbs". Teacher will write on the WB the questions: E.g. Can I ask your name please? Could you hold on please? Teacher will ask the students if they can see any difference between those two questions and try to find where the stress is in the sentence. After that, teacher will tell the students that the model verbs "can" and "could" are used in our daily life with phone conversations. We use those verbs as request. Teacher will write on the board the analyze form. modal verb + subject + main verb. This will help the Ss who need a better visual on how we form the questions. Teacher then asks Ss CCQs such as, where do you put the modal verb when forming a question? Do these questions ask in a form of request or offer? Can you use the modal verbs at the end of the question form? Afterwards, T will repeat the Modal verb questions and ask the Ss where the stress might be?
Teacher displays the modal verb chart with the PPT slide on the board. T asks the students to look at the board and to find how many phone expressions can they make from the words displayed on the board. Teacher will divide the students into two groups, Pandas and Tigers. Pandas will form a circle and turn around to face outside the circle. Then tigers will circle around the pandas to become face to face with a partner. Teacher will give one minute to form phone expressions and partner answers them. then the teacher asks the Tigers to move one step to the left to make a new partner and then they have another minute to ask questions to each other. This continues for 5 minutes. Teacher will monitor and observe their pronunciation and provide immediate error correction when needed. This activity promotes confidence and reassurance to the students who might be struggling with forming questions. Peer work will help each other.
Teacher will put the students in groups of Teachers and Students.The teacher gives the Students telephones and this time the teacher has them form lines and place the Teachers and Students back to back. Teachers and Students will then turn around and see their partner. Teacher asks the pairs to please find a place in the room to sit back to back and have a phone conversation with each other. Students will use the context of Teacher student relationship and have a phone conversation based on that. Teacher goes around monitoring and providing help when needed.