Sara shamsi Gamchi Sara shamsi Gamchi

Awkward situations
upper- intermediate, B2 level


In this lesson Ss learn about 'Awkward situations' and how they can respond politely in any of the awkward situations. The lesson starts with pre- teaching of 'awkward' using visual. firstly, to set the context and activate Ss' schemata; secondly, to familiarize them with the meaning. Then Ss will have a short discussion to decide why the situations in Exercise 1 are awkward and what Bella , the character, can say in each of them. To check their answers , Ss will listen to Bella's dialogues. Then the vocabulary and phrases of the listening will be clarified using elicitation technique. Intonation section will be practiced through modelling, choral drilling and controlled exercise. What follows is speaking exercise and Ss will prepare dialogues for the awkward situation mentioned in the exercise and will practice them.


Main Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of awkward situations

Subsidiary Aims

  • To provide clarification and practice of language used for refusing invitations and offers in the context of awk


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

- have projector ready to project pictures (1st slide of power point) ask: - do you feel relaxed in situations like this? - Do you know what to say or how to react? -Can we call them difficult situations? to set the context and elicit awkward write: relaxed? no difficult? yes what to say how to react? not really ask: -what name can you give to these situations? convenient or awkward

Exposure (5-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

1. Give Ss numbers and ask them to find their partners and sit next to them (1-1)(2-2) -set the character ,Bella; and explain she is in awkward situations - give instructions: discuss with your partner : - why are the situations awkward? - what would be a good way to respond? -pass out handout after 4 minutes elicit answers for: what she could say? 2. then give instructions and play the listening file (recording 6) instructions: - listen and write what she actually said? -then check your answers with your partner -then give answer key

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

put Ss in groups (every three in one group) project power point slide 2 -these words or phrases are taken from listening file -with your group mates try to choose the best equivalent - then have some Ss to come to the board and complete the task pronunciation: write ' Thank you, but just a tiny portion' on the board say: "Bella says" and say it as the character says say: " I say" and say it with an impolite intonation ask: Bella is polite or I am? say: I said the same words but why I was impolite? elicit: because of intonation explain that intonation is more important than phrases if you want to sound polite Play recording 7 listen and repeat give dialogues of recording 6 and ask Ss to mingle, find a new partner and practice them with the correct intonation

Productive Task(s) (13-15 minutes) • To provide an opportunity to practice target productive skills

bring a student to the beginning of the row to put Ss in new pairs - exercise 3: here are some similar awkward situations you have 5 minutes to prepare conversation for each of these situations then practice them

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

Have some pairs to role play ask other pairs to comment then add your own comment

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