To provide fluency speaking practice in a an AB communicative activity (using question forms and follow-up questions) in the context of Money
To review previously studied vocabulary
Procedure (37-43 minutes)
- T. asks Ss to listen to a song and answer a question. "Please listen to the song and answer this question: What are the things that a man pays for according the song?" - T. asks Ss to check their answers with their partners, gets FB from them and quickly shows them an answer key. (the man will basically foot the bill for vacations, shopping sprees, all what a woman wants, etc.)
- To help Ss with vocabulary, T. will play a vocabulary game called (Board Rush). - T. will stick some previously studied vocab to the board and will divide the class into two teams with each team standing in a line facing the board. - T. will provide the definition of one vocab item and the first one in each line should find the word and take it first. - The winning team will be the one with more words.
- T. uses some examples from the PPT to elicit the importance of asking follow-up questions and answering more than yes/no. - T. helps the Ss with the question forms in the present simple, present perfect, and past simple by analysing MPF where necessary.
- T. divides the Ss into As and Bs - T. asks As and Bs to work in pairs to write follow up questions using the appropriate tense in their respective sheets - T. distributes HOs - T. monitors and offers help
- T. asks As and Bs to stand in an inside-outside circle or a ladder position (where both As and Bs stand facing each other in two parallel lines. The number of Ss in class will decide on which one the T. will go for. - In either case, each A S will be facing B S - Both A and B will take turns asking each other the questions in their respective sheets. When any of them gets an answer they are supposed to ask their partner a follow-up question. - Once they hear the T. clapping, Ss need to move forward so that they face another partner and do the same. - T. may demonstrate this - Ss start the speaking activity T. monitors and uses the DEC sheet for taking notes
- T. asks learners to post their sheets on the board and walls so that other Ss see them - T. also has a look at Ss' work - T. uses DEC notes to handle Ss' problematic language areas faced during the activity