Amelia Amelia

TP7 Speaking
Beginner level

Description

In this lesson, students practice productive speaking skills in the context of talking about jobs and abilities. After being exposed to the speaking model--asking and responding to questions about ability in the context of a job interview--students will move into controlled and semi-controlled speaking activities to practice the form.

Materials

Abc Face2Face Beginners CD2 Audio 67
Abc Note Sheet for Interviews
Abc Cutouts of Professions for Interviews
Abc Checklist for Stage 2 Listening
Abc Powerpoint

Main Aims

  • To provide accuracy and fluency speaking practice in the context of jobs and abilities

Subsidiary Aims

  • To provide practice and review of can/can't for ability in the context of jobs and abilities

Procedure

Stage 1: Warmer/Lead-in (3-5 minutes) • To set lesson context of jobs and abilities, and to warm up students' speaking skills

-Project picture of a "dream job" (professor). Elicit what it is. Tell SS it is my "dream job." Draw a dream bubble around it to confirm meaning of "dream job" -Project question on board, "What's your dream job?" -SS ask each other -Elicit some dream jobs from SS and write on board under question

Stage 2: Exposure to Speaking Model (Interviews) (8-10 minutes) • To provide a model for asking can/can't questions in the context of an interview

-Elicit "interview": draw timeline. On one end, act out and write "apply" with the speech bubble "I want this job, please!". In the end, put "I get my dream job!" Point to the space in the middle. Ask what happens there. Do I talk to someone first? (yes) -In an interview, what do they want to know? (help if can't elicit, what can/can't do) -Project pictures for listening and introduce speakers -CCQ vocab "au pair" (Mrs. Taylor has two kids. Needs help with kids. Who does Mrs. Taylor need? How will Natalia help?). Elicit "Interviewer" and "applicant" (tell if need be) and label under Mrs. Taylor and Natalia. -SS put a check next to the things Natalia can do. Put an X next to the things she can't do. -Give SS HO with list of things -Play listening -SS compare answers with their group -Project list on board. Ask WC, "What can Natalia do?" Check things. "What can't Natalia do?" Put X by those. -Drill she can/she can't sentences

Stage 3: Controlled Practice (5-8 minutes) • To provide semi-controlled practice using can/can't sentences and questions

-Using the chart and their own ideas, SS write three things they can do and three things they can't do -Model asking, "Can you...?" and answer "Yes, I can!" and "No, I can't." and "I can too!" Drill as WC -SS mingle to find someone who can do the same thing they can do -When they find someone who can do the same thing, SS sit together -Ask a pair, what can you do? Pair asks another group (repeat for a few groups) -As SS are saying what they can do, write on board in the side. Generate a few more as needed

Stage 4: Useful Language and Vocabulary (5-8 minutes) • To highlight and clarify useful language and to prepare for following stage (interviews)

-Project images of professions. Elicit them. CCQ and drill as needed. -Use a model: Professor. Ask, what can professors do? (Write ideas generated) Then, "Can we write it as a question?" (teach becomes "can you teach well?" etc.) Write questions generated. -Model a bad question: "Can you swim?" Is this a good question for a professor? (no) Is it important? (no) -In pairs, SS receive a profession. SS don't show anyone the profession. Together, SS write 3 questions asking what the applicant can do and list 3 things the applicant can do

Stage 5: Interviews (10-15 minutes) • To practice using can and can't question and answer forms in the context of an interview

-Generate model for interview. Ask, how do interviews start? Model with a student. (Hello! How are you? Etc.) -Demonstrate a dialogue for professor, using model questions -Ask SS, "What job was it?" (professor). Did she get the job? (yes!) -Tell SS, they can say they can't do something (CCQ: Can you do EVERYTHING? No. Sometimes, you can't do something.) -SS practice dialogues in pairs -Ask WC who wants to perform their dialogue. After each dialogue, the WC guesses the job and decides if they got the job or not

Stage 6: Freer Practice (time permitting) (8-10 minutes) • To provide freer practice of the speaking model (interviews and can/can't)

-Go back to "Dream Job" slide -Mix groups a little (put in groups of three) -In groups, SS tell each other about their dream jobs. Can you do your dream job? Why/why not? -Model questions if needed (for why/why not part): What do you do in the job? Can you do those things? What can/can't you do? Why can/can't you work there? -Model with a dream job is crazy for me. (ie, be a famous actress. But I can't act...or sing...) -Ask a few groups to tell me if they can/can't do their dream jobs.

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