Aysu Cogur Aysu Cogur

Games: using expressions for understanding/clarifying
Intermediate B1+ level

Description

In this lesson, students will learn about asking for clarification and stating when they don't understand tasks. They will do this through talking about games and learning how to play them.

Materials

Abc Game: Charades
Abc Gap-fill handout

Main Aims

  • To provide fluency and accuracy on how to informally ask and respond to clarify meaning 'I'm lost, I don't get it / the idea is to.'

Subsidiary Aims

  • To provide specific information through listening to dialogues between two gamers and practicing new vocabulary.

Procedure

Stage 1 (Lead in) (3-5 minutes) • To generate interest in the topic by getting SS to think about different types of games

EX. 1 1. Powerpoint presentation of games on the OHP - Ask SS to tell what games the images are - "Have you played it before?" - "Are they common games to play in Turkey or Iran or Russia? 2. In groups of 3, Ss discuss the games they used to play as children; - Show example of mine on OHP: 'SNAP' - "Do you know this game?" 3. Some Ss tell WC their childhood games

Stage 2 (Preparing to speak) (8-10 minutes) • To generate ideas to speak about phrases of understanding or not understanding, in the context of games (sorry, I'm lost, I get that bit.)

EX. 2, 3, 4 - MFP MEANING: 1. SB pg 52 projected onto WB - Do you know this game? IF YES --> elicit info from student. IF NO --> "It's called MAHJONG, it's a Chinese board game. - Before Ss listen to the recording, they will work in PAIRS and try to guess which A-D LETTERS in the photo match with the RULES 1-4 ICQ: How many rules are there? (1-4) Are the letters from A-F? (No, A-D) - Pass out HO's (Demo first if it's unclear) - Play recording 2.9: Jen & Liu dialogue, Listen and then read to check answers. - Ss look at the HIGHLIGHTED expressions in script. In pairs they categorize them. - ELICIT answers from SS, then listen to check, 2.10 FORM & PRONUNCIATION: - Drill: • • Sorry, I’m lost (adj.) /ˈsɒr.i/ /lɒst/ • It means // ----> Get SS to differentiate between stronger . I mean to say -----> and weak form of /mi:n/ /miːn/ • . Shuffling /ˈʃʌf.əl//iːng/ ----> shuffling the CARDS. Yes, I’m mixing them up ( it's not the made-up dance)

Stage 3 (Useful language) (8-10 minutes) • To provide and clarify language which learners may find useful for compleating the speaking task by replacing the TL phrases with similar ones. (you're supposed to, It's similar to...)

EX. 5 1. - On WB write answers for exercise 5: 1) I'M LOST/ I DON'T GET IT. 2) I GET THAT BIT 3) THE IDEA IS TO 4) IT'S LIKE - Ask SS to work in pairs and change/substitute the answers with new expressions in the box of the HO. CCQ: WIll you change the answers? Will you use the expressions in the box? - SS then check each others answers, I write them on the board as they check.

Stage 4 (Speaking task) (8-10 minutes) • For learners to practice their oral fluency in relation to explaining the rules of a game chosen for them by the Teacher.

EX. 6 - SS in groups of 4 have to think about a GAME - Using EX. 2 as an example, the 4 rules, they will discuss the rules of the game and then show a DEMO of the game to WC - I will demonstrate CHARADES to the class with a student: * You need 2 groups for Charades * players from each group take turns acting out words, with no talking or sound effects. * Other players from (the same group) try to guess the word in 2 minutes! Green whistle GO, red STOP! * and the team or player who guesses the quickest wins! - Each group has 5 minutes to think of the rules and then SWAP with people from other groups and try to explain the game: - Here the TL can be practiced as SS will have ex 5. HO to use it

Stage 5 (Feedback on oral task) (8-10 minutes) • To allow learners to compare opinions on different games they've talked about and find common likes.

EX. 7 FEEDBACK: Students talk about which games they'd like to play, which ones they have already played. * Why would you like to play the game? * Why does it seem interesting? - Play charades in 2 groups (if there is time)

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