Richard Vile Richard Vile

7
Pre-int level

Description

In this lesson the students will get speaking fluency practice in the context of networking, professional and personal while using some adverbs of frequency as the TL.

Materials

Abc TP7 material pg. 7
Abc TP7 material pg. 10 / 11

Main Aims

  • To provide opportunity and some guidance for fluency speaking practice in the context of networking.

Subsidiary Aims

  • To provide review and practice of language used for of adverbs of frequency such as always, never in the context of within the context of networking both personal and professional.

Procedure

Lead-in (3-5 minutes) • To set lesson context and engage students in terms of networking. Activating any preexisting schemata and peak interest.

Possible unfamiliarity with the concept and word. T: projects picture on the whiteboard of people networking in different contexts. Home, work, and friends. S: discuss in groups what is going on in the pictures, T monitors T: elicitation and brief WGFB and plenary info if needed

Stimulus / Preparation (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Stimulus introduced to Ss, a picture of a different questionnaire will projected on the board? Engage students through questioning T asks: Have you ever done something like this? Did you do a questionnaire or survey in the past? When and Where? What was it about? Please tell your partner. Afterward T: elicits any heard that was interesting

Set up (8-10 minutes) • To highlight and clarify useful language for coming productive tasks.

Ss are instructed that coming handout will have a questionnaire abiout networking. They are to ask all "A" or "B" students depending on their assigned letter. T: monitors for any pronunciation errors. Ss: When this controlled practice is done, students work Solo to calculate which answers happen the most and least? T: Elicits by asking how many times? How many times? T: presents error in pronunciation and WG drills

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills, both fluency practice / some adverbial review

Students given out chart. T: ask student to write down three work contacts, in the past or present. T: Teacher shows their chart with one name on it and then says what they can do. S: Students can take notes S: Work solo to write three names and three things that person can do. Then explain what each person can Repeat with Acquaintances and family, but each time changing pairs. Lastly Ss sit in groups of 3-4 and the character cards with problems are given to them, they must now decide which of their contacts in the network can help the best and why. If extra time, ask students to create questions with adverbs of frequency? Ask and answer plus worksheet.

Feedback (1-2 minutes) • To provide feedback on students' production and use of language

During monitoring, any pronunciation or lacks grammar.

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