Functional Language: Social Expression
To provide clarification, review and practice of language used for social expression in the context of life experiences
To provide fluency and accuracy speaking practice in a conversation in the context of life experiences and situations
Procedure (44-58 minutes)
The teacher greets the whole class, and writes the lead-in activity on the board as below. -"Do you know anyone who ... a) has a very important meeting soon? b) has had a very bad day? c) has moved to another country? d) is too busy to go out with their friends?" -Students are given 2 minutes to come up with answers and write them down. -Students are asked personalised questions, adapted from the questions above. You have a very important meeting soon, how do you feel? - Nervous, excited, anxious. You just moved to another country, how do you feel? - Excited, regretful, happy.
In order to provide a context for the target language, -The teacher tells a story about a female taxi driver to introduce the funtional language within a situation. (Story length is 1 minute and 30 seconds) -Students are asked to provide a brief feedback on the story for a minute. -The teacher gives students a handout with the sentences taken out from the story, which are provided below. -The target language is highlighted in the handout. -Students are asked to match the following with the questions in the Lead-in activity. Match the responses with the questions in the first activity. -She just lost all of her money, what a shame! -I played the lottery yesterday, fingers crossed, I hope I can win this time." -She seemed very sad, I said: "Another time, maybe." -She took out her camera phone, and she said: "Say cheese!" -"I wish you all the great things in life, all the best." -Students work in pairs to quickly complete the task in 4 minutes. -Students check their answers in pairs, and student centred feedback is provided for the answers.
-The teacher asks concept checking questions for each social expression. -Meaning, form, pronunciation pattern is presented through; -Elicitation of the answers from the students to ensure the correct meaning. (meaning) -Written record of the expressions on the board to highlight the written forms of the expressions (form), -Emphasis on the stresses, and weak sounds in each expression through both choral and individual drilling (pronunciation).
-Students will be given a handout with 8 statements, they are asked to choose the best response for each statement. -8 responses with the target language are provided. -They are given 6 minutes to complete the task. -Concept checking questions are asked to ensure correct answers as well as comprehension.
-Students are given 4 sentences, stating different life experiences. -5 social expressions are given. -First sentence is given as an example. -Students choose the correct answers, and writes a short sentence supporting their answers. 1- "Jessica has an important job interview tomorrow. - Fingers crossed. I hope she can get the job." (Example) 2- "Ricky broke his arm yesterday." - What a shame. (student's sentence) 3- "Nelly is going to move to London next week." - All the best. (student's sentence) 4- "Richard is still at work, he can't go out with his friends tonight." - Another day, maybe. (student's sentence). -Students work individually, and they are given 4 minutes to write their answers. -Teacher's feedback is conducted to check the answers. -Weaker students are encouraged to participate.
-The teacher asks students to pick a situational card from the pouch. -The teacher writes down a couple of the social expressions on the board -Students will have 2 minutes to choose an appropriate response to give for these situations. -Students may use an example from the board during their freer activity. -Following the two minutes of brainstorming, students are asked talk about their choices up to 10 minutes in groups.
Following the Freer Practice, the teacher's observation notes are written down on the board in order to elicit the correct forms of the target language.