MohammadKhari MohammadKhari

TP#6
B1 level

Materials

Abc Truth made of lies Picture
Abc Grammar HO
Abc speaking HO
Abc Unscrambling activity HO
Abc Audio Script HO
Abc audio file
Abc topic slide

Main Aims

  • To provide clarification and practice of reporting speech in the context of truth and lies

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of truth and lie

Procedure

Lead in (2-4 minutes) • To generate interest in the topic/context of the listening

The teacher will project a picture on the board and refreshes the Ss' memory of the previous lesson by asking some general questions like: "What was the previous lesson mainly about?", "What is a lie?", and "Why do people tell lies?" The Ss can answer these questions orally.

Listening task (3-5 minutes) • To practice listening for gist/specific information and to contextualize and introduce the target language

The teacher puts the students in pairs. A slide containing three topics will be projected on the board and the students will be asked to listen to the audio file once and choose one. ICQs: "How many times are you going to listen to the audio file?" "What are you going to do after you listen?" The answer will be checked in pairs. Then the teacher gets the whole class FB.

Highlighting target language (4-6 minutes) • To highlight the target language so that the learners are focused on it

The students will be given a handout containing the audio script of the audio file. They are asked to listen to the audio file for the second time and underline any sentences containing the verbs "say" and "tell". ICQs: "How many times are you going to listen to the file?" " What should you underline?" The answer will be checked in pairs first which will be followed by WCFB and underlining the answers on the projected script on the board.

Clarifying target language (10-12 minutes) • To clarify meaning, pronunciation, and form so learners understand and know how to say and construct it

The students will be asked to discuss a question in pairs: What kind of forms can you see after say/tell in the script? The teacher will get WCFB. Then the teacher clarifies the grammar points by writing two of those sentences on the board. MFP will be done on the marker sentences.

Controlled practice (7-9 minutes) • To provide controlled written practice focused on using the language accurately

The teacher gives the students a handout containing five scrambled sentences and asks them to put the words in the correct order in their pairs. ICQ: Should you write new sentences or unscramble the ones here? The answer will be checked in pairs first which will be followed by WCFB. The correct answers will be projected on the board.

Freer practice (8-12 minutes) • To provide freer oral practice and use the language productively

The teacher chests a HO containing two unfinished sentences and asks the students to complete them and check with their partners afterwards. ICQ: "Should you answer any questions?" Some of the sentences will be put on the board to show some possible answers. Then the teacher will ask the students to talk in pairs and use those sentences in the context of " a lie". ICQ: "Should you talk about sports or a lie?" The teacher will monitor the students and takes notes. Some students will be asked to report their partner's sentences to the class. Error correction will be done if needed.

If-time activity (4-5 minutes) • To create the opportunity to clarify the target language through more examples

The students will be given a HO containing a chart about different reporting verbs and their forms. They are asked to look at the chart and discuss the possible questions with their partners first.If needed, they can ask the whole class for more examples. The teacher will monitor them and answers the possible questions.

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