Functional Language Lesson
To provide review and practice in real life for the movie lines students learned in the previous lesson.
To provide fluency in using the movie lines they learned in life situations.
Procedure (43-50 minutes)
Ask the students if they know what reality tv is. Do they like it? Tell the students - "In the last lesson, you heard several phrases that are used in movies. These phrases can also be used anytime - in everyday life." (Chest the handout) I'm going to play for you a few video clips from a reality tv show in the U.S. I'm only going to let you hear the first few moments of each video. The rest of the video will be silent. Using the phrases Matt taught you, you will decide one or two phrases you think they might be saying in each video. As you decide, write one or two of the phrases down underneath the video pic" Encourage the students to write whichever phrases they think. There are no right are wrong answers. Just opinions. ICQs. Play one video at a time (the clips are about a minute long). Give them a few seconds to think and write between videos. GW: After all 4 videos are played, have students discuss in groups of 3 what they think each video is about and why. FB: Have students share ideas with the class. Remember, there are no wrong or right answers.
Post on the board with sticky tack the jumbled phrases in four different sections for four teams . Write Team 1, 2, 3, 4 etc. Tell students they will be breaking into four teams to have a race. In this race, they will have to put jumbled phrases in the correct order. Ask ICQs. Break the students into 4 teams. Tell them where each team will be going. Tell them they will have 4 minutes. GW: Students race to "unjumble" the phrases. When time is up, have them go back to their seats. Now, explain to the students that they will be checking each others work. Assign each team to a different board. Tell them to only tick or cross if correct or incorrect. Have them do the corrections. When finished, go back to seats. FB: Have the class help you decide if the phrases marked incorrect are actually incorrect. Correct them together if needed. Use this time to drill pronunciation on the various phrases.
Tell students they are going to write out some conversations for themselves in groups. Show them the handout. Explain that each group will receive some of the sentences. Also, at the top of the page they will see people listed. For ex: mother, father, teenage son. Now, they will work together to write a conversation using the sentences and their own words. What could the conversation be about? What is the son saying? The father? etc. ICQs GW: Students write dialogue together. 7 min Help students with error correction during monitoring. FB: Error correct.
Tell the students that they're going to be actors and use the conversations they wrote. Tell them to pretend to be the characters and use the language they wrote on the page. Have the students pick which roles they want to play. GW: Students act out the conversations. (4 min. )
Ask students if they thought the conversations they had sounded like something that would happen in real life. Can they remember times in their lives they had similar conversation? Now, tell students they will mingle and discuss with each other a time in their lives that they remember having a conversation like this. MINGLE/ GW: Students discuss for 5 minutes.