Osman Osman

VOCABULARY FOR BODY LANGUAGE AND DISCOURSE MARKERS
B2 level

Description

IN THIS LESSON, THE STUDENTS LEARN HOW TO INTERPRET THE BODY LANGUAGE AND DISCOURSE MARKERS THROUGH GUIDED DISCOVERY BASED ON A DISCUSSING IMAGES AND LISTENING ABOUT A DESIGN ENGINEER.

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of body language and discourse markers in the context of body language

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about working in a man's world
  • To provide fluency and accuracy speaking practice in a conversation

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T displays the image "Body language" T: WHAT DO YOU THINK? ARE THEY TRUE? DO YOU BELIEVE THAT OUR BODY LANGUAGE REVEALS WHO WE ARE? HAVE YOU EVER BEEN DECEIVED BY THE BODY LANGUAGE? T WRITES THE THE OTHER FORMS OF BODY LANGUAGE.ON THE BOARD. T: DISCUSS WITH YOUR PARTNER WHAT THEY REVEAL ABOUT THE PERSON'S PERSONALITY.

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

T gives the handout "Working in a man's world". T: LOOK AT PART 3 LISTEN TO THE AUDIO MARK THE SENTENCES TRUE OR FALSE DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T reveals the key.

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

T writes on the board "er, uhm. mm, well, you know, yeahh, then". T: I'VE JUST TAKEN THESE WORDS FROM THE LISTENING. WHAT ARE THEY?(DISCOURSE MARKERS) WHEN DO WE USE THEM?(WE USE THEM TO CONNECT, ORGANISE AND MANAGE WHAT WE WANT TO SAY DURING THE DISCUSSIONS, WE EXPRESS OUR ATTITUDE. WE ALSO USE THEM IN WRITING) T: WHAT ARE THE DISCOURSE MARKERS TO START A SENTENCE?(WELL, RIGHT OK, NOW) T: WHAT DO WE SAY TO GAIN TIME WHILE SPEAKING?(ER, UHM, OH, OK, NOW, WELL, LIKE, YOU KNOW) T: WHAT DO WE SAY TO ORDER SPEECH?(FIRSTLY, SECONDLY, FOR A START, LAST OF ALL, LASTLY, LAST BUT NOT LEAST) T: WHAT DO WE SAY WHEN WE WANT TO CHANGE THE SUBJECT?(SO, ANYWAY, AS I WAS SAYING, BY THE WAY) T: WHAT DO WE SAY TO END THE DISCOURSE?(SO, OKAY, RIGHT, ANYWAY

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T: LOOK AT PART 3 DISCUSS THE QUESTIONS WITH YOUR PARTNER USE THE DISCOURSE MARKERS IN YOUR DISCUSSION WORK IN PAIRS ICQ: WHAT DO YOU DO/ T monitors and notes the errors.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T writes the errors on the board for correction

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