Birthday present
Elementary level

Description

In this lesson Sswill work in groups and chhose a birthday present for a friend who is thirty. They will be provided with a model answer and work on target language through a guided discovery template. They will be given a chance to practice it choosing one more present in different groups.

Materials

Abc a tapescript of a dialogue/ a gap-fill hang-out

Main Aims

  • To enable Ss to ask for suggestions, make suggestions and respond to them (What shall we get him?/Let's buy/What about...?/I'm not sure. in the context of choosing a Birthday present.

Subsidiary Aims

  • To provide specific information listening practice using a text about choosing a birthday present
  • To provide gist listening practice using a text about choosing a birthday present in the context of dialogue of a married couple about different ideas on what to buy as a present

Procedure

Lead-in (6-6 minutes) • To set lesson context and engage students

On the boars there is a picture with present boxes. T ask Ss several questions: Do you like getting presents? Do you like giving presents? Do you like choosing a present? When do we usually choose a present? New Year, Birthday Ss work in small groups and brainstorm ideas for presents. Wc FB. T writes down the ideas on the board.

Task to choose a present for a friend who will be thirty next week. (7-7 minutes) • To provide an opportunity to practice speaking in the context of discussion.

T shows a photo of a man and intoduses him to the Ss. T explains that this is their friend. T asks what Ss think about this man? How old is he? What does he like doing? What's his job? T writes down the ideas on the board and explains that Tom will be thirty next week. He has a birthday party and they need to choose him a good present. Ss work in small groups and choose a present. T monitors and writes down examples of good language and mistakes in the target language. Wc FB - what is the present? Elicit ideas from different groups.

Exposure. Listening for a model answer. (10-10 minutes) • To provide a model of the task and highlight useful words and phrases

Ss watch a video and listen to a dialogue for gist. What do Loise and her husband Chris deside to buy for their friend Sophie? Ss compare in pairs. Wc FB Ss listen to specific information and fill in the gaps. Ss compare answers in pairs. Wc FB.

Language Analysis (6-6 minutes) • To clarify the meaning, form and pronunciation of the task language

Ss get the transcript of the dialogue. They highlight all suggestions. Peer-check. Wc FB. T elicits from the Ss what questions are used to ask for suggestion. They highlight the examples in different colour in the tapescript. Finally, Ss undreline all the reactions. Peer-check. Wc FB. Ss fill in the hang out the useful language. Peer-check. Wc FB. T provides Ss with the natural model. T elicits the stressed words and marks them and intonation patterns on the board. Chorall drill, individual drilling.

Language Practice (6-6 minutes) • To provide students with practice of the task language

T writes down some examples from Ss dialogues and ask Ss to paraphrase them using the new phrases. Ss work in pairs. Wc FB.

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

Ss work in different groups and choose a birthday present to Ammy. T puts the photo of a girl on the board and elicits the information about her age, job and hobbies from the Ss.

Report (3-3 minutes) • To allow students to report on how they did the task and how it went

Ss are given the list with target phrases. They mark which phrases they used in the discussion.

Task (6-12 minutes) • To provide an opportunity to practice target productive skills

Ss work in groups and choose a present for Ammy's little sister. They try to use as many phrases from the list as possible. Wc FB - what presents they have chosen and why.

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