Matthew Haynes Matthew Haynes

Straightforward Elem – SsBk, U2B, p 25 Speaking ex 1-3
Elementary level

Description

The purpose of this lesson is to allow students to put into conversational use the vocabulary and grammar they have learned from the previous two teachers.

Materials

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Kyoc5lcsogixhqiezers uk map UK Map.png
F54kmhtct3upicru9m21 usa map USA Map.png
6ccvej9qsratymxnzbtg turkey Turkey.png
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Xenqqlszqc2lnwexsxd5 list LIST.docx
81zncmmotfsgwhdwo9uq straightforward elem 2nd ed. extra activities 2b Extra Activity 2B - Do you play football?

Main Aims

  • To provide fluency and accuracy speaking practice in a conversation, interview and debate in the context of typical friends and free-time activities.

Subsidiary Aims

  • To provide practice of language used for asking and answering present simple yes/no questions in the context of typical friends and free-time activities.

Procedure

Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

Pictures of Turkey, USA, and the UK. Prompt for the “typical” language of each. Mix the languages and ask the students if the mixed languages are typical. Place pictures of restaurants (pizza hut) and ask what the “typical” or common food is. Show a plate of enchiladas and ask if it is “typical” food for pizza hut. Show a picture of my family and tell students that it is “typical” for my family to talk about sports. Pair them off and have them discuss some things that are “typical” in Turkey (common in Turkey) and what is “typical” (common) for their family to talk about.

Exposure (3-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

Write some things on the board that they define as “typical”/elicit some answers from students or have one person from each pair come and write something on the board

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

1. What things do you do with your friends? Have the students look at the list. Elicit answers from some students regarding what they do with friends. Pair off students to ask each other what they do with friends. When they are finished elicit some things from different groups and ask for volunteer information. Write these things in a list on the left side of the board. Ask if they are ‘typical’ for a man or woman.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

2. Do you like to _________ with friends? Why/why not Do you like to talk about _________ with friends? Why/why not Demonstrate by modeling the question with a student using the Extra Activity Questionnaire. Write some sentences on the board that students said during the exercise. Some will be correct (or all can be correct) and some will not. Have the paired students discuss which sentences are correct and which are not. When they have finished solicit answers from the group as a whole in sequential order asking for an explanation as to why it is not correct (if indeed it is not). 3. Are you a ‘typical’ man/woman friend? Demonstrate the question: Ask a student the question and then ask for an explanation of why they answered the way they did. Pair students up and have them ask one another this question.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Ask students if their partner was a typical man/woman friend and why they answered the way they did.

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