Ashraf Hanafi Ashraf Hanafi

Copy of A good night out
Elementary, A1 level

Description

In this lesson Ss will practice their speaking skills in the context of invitations and accepting invitations. They will be asked to talk about the activities they do in their free time as a lead in, listen to two different listening audio tracks to realize the importance of back channeling. later on in the session they will be familiarized will appropriate responses in conversations and learn the correct intonations to use when saying them. that will be followed by a controlled speaking practice in which Ss will re-arrange a conversation based on the chronological order of the sentences. A semi controlled speaking practice will follow where Ss will make their own sentences using prompts and at last a freer speaking practice for Ss to explore their ability to make conversation.

Materials

Abc conversation order AK
Abc prompts to make sentences
Abc big cut outs to be put on the board
Abc conversation cut outs to be put in order
Abc freer speaking activity HO
Abc cut outs for the mingling activity
Abc listening hand out

Main Aims

  • To provide accuracy and fluency speaking practice in back channeling and invitations in the context of inviting a friend to a good night out

Subsidiary Aims

  • to provide the correct pronunciation of back channeling phrases and learning the functional language of inviting friends and accepting invitations with their correct pronunciations.

Procedure

Warm Up (3-4 minutes) • to prepare Ss for the lesson and activate their schemata

Teacher starts the class by asking the question " how do you spend your free time?" Ss are paired up and talk with their partners about the activities they do in their free time. Teacher monitors this stage to make sure Ss are on the correct path. Nominated Ss will be asked to talk about the activities their partners do in their free time.

Gist listening (PART 1) (3-5 minutes) • to familiarize Ss with the importance of back channeling and prepare them for the speaking tasts

Ss will be instructed to listen to an audio track and decide if the person speaking is a good friend or not. This will be done alone. Two ICQs will be asked: 1- Are we listening to every thing very carefully? (no) 2-What will we listen for? ( is jack a good friend?). the listening will be played once only. after it has finished, Ss will work with the previously designated pairs and decide whether or not jack is a good friend. W/C feed back will be elicited.

Gist listening (PART 2) (3-4 minutes) • to expose the Ss to the TL and show the importance of back channeling.

Ss will be instructed to listen to a second audio track and decide if Denise is a good friend or not. One ICQ will be asked : 1- what are we listening for? ( is Denise a good friend?) Ss listen to the audio track and discuss with their partners afterwards.

listening for specific information (3-4 minutes) • to enhance listening skills and expose Ss to the back channeling needed in the next stage.

Teacher will instruct the Ss to listen to the audio track once again and tick the sentences they hear in the track on their handouts. This will be done alone. Two ICQs will be asked : 1- are we writing what we hear or ticking them? 2- are we working alone or in pairs? Ss will be given the HOs. The audio track will be played. Teacher monitors closely. the track will be played again if needed. Ss will check with their pairs. The correct answers will be stuck on the board by the teacher for feedback.

vocabulary drill (5-7 minutes) • to familiarize the Ss with the aimed phrases and expose them to the correct pronunciation

Teacher will make two columns on the board. one negative and one positive. Ss will be asked to come to the board and put the phrases that were put on the board in the previous exercise in under the correct heading. ( positive or negative). After Ss put the words they know in the correct columns, teacher, by the use of gestures, will elicit the remaining phrases and ask nominated Ss to come to the board and put them in the right column. The phrases will then be drilled chorally and individually for Ss to learn the correct pronunciations and intonations.

Controlled speaking practice (5-7 minutes) • to provide the opportunity for Ss to practice the learnt phrases and the correct pronunciations and intonations.

in this stage Ss will practice speaking in a controlled activity. They will be instructed to go around the class in a mingling activity and say their sentences to their classmates and the other student will answer with a back channeling phrase and then they change roles. The activity continues until they have all had the chance to speak to all their classmates. Three ICQs will be asked :1- Are we just talking with our pairs or with everyone in class? ( with everyone) 2- what will we say to our classmates? (the sentences) 3- how will we answer? (that's interesting, that's awful...) The teacher one S to come to the front of the class and acts the correct form of doing the activity with the S as a demo. They will be given a HO containing two sentences, one with a positive connotation and one with a negative connotation. Teacher monitors the activity very closely and provides on the spot correction.

Controlled speaking practice (second) (3-4 minutes) • To expose Students to the target functional language and provide further speaking opportunity

Students will be divided into groups of three. Teacher will instruct students to work in their groups and put the sentences given to them in cut-outs in the right order of a conversation. teacher will put the first two sentences in order as a demo. Three ICQs will be asked : 1- are we working alone or in groups? ( groups) 2- how will we put the sentences? ( in order) 3- will we add sentences or use the ones we have? ( use the ones we have). The groups will be given the cut-outs.. Ss will then be asked to check the other groups' arrangements to see if they have the same order. Teacher will provide the AK for feedback. The TL will be in bold on the AK. teacher will drill the target functional language and prepare Ss for the next activity.

semi controlled speaking practice (5-7 minutes) • To practice producing sentences and speaking in a semi controlled activity.

Students will be paired up based on sitting positions. they will be instructed to put their pens and papers down. They will be told to take turns and use the prompts they are to be given and form correct sentences or questions. the other student will answer the question.. It will be emphasized that they don't write anything and just talk with their partners. The teacher will choose two students and elicit a demo from them for the whole class. Three ICQS will be asked: 1- are we working alone or in pairs? 2- are we writing or speaking? 3- what do we make with the words? (sentences and questions) The HOs containing the prompts will be distributed in this stage. Teacher will monitor very closely and provide final on the spot correction.

freer speaking practice (10-13 minutes) • to provide the opportunity for Ss to practice the learnt phrases in a freer practice and practice the productive skill of speaking

Ss will be instructed to perform a telephone conversation. they will be paired up based on teacher's pairing. each Ss will be given a blueprint to the conversation. they will be instructed to sit back to back with their pairs and produce the whole conversation together. The first two sentences will be produced by the teacher and a nominated Ss as a demo. Three ICQS will be asked: 1- are we working alone or in pairs? 2- are we reading the conversation or saying it? 3- will we look at each other when we speak? The class arrangement will be changed and the chairs will be placed back to back. Ss will sit back to back with their pairs and produce the telephone conversation. the can use their blueprints to help them. teacher will monitor closely and once they are done, change the pairs. teacher will also write down examples of good language and errors. in this stage, teacher will not interfere with the activity.

Delayed feed back and error correction (3-4 minutes) • to check errors and good grammar examples without having interfered in the speaking practice

teacher will board the examples of errors Students made and examples of good language useage and elicit the correct answers from the Ss.

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