hosein zakeri hosein zakeri

Hossein Zakeri, Would You Like
Elementary level

Materials

Abc Handout 3
Abc Handout 2
Abc Audio file T8.3
Abc Handout 1
Abc Slides

Main Aims

  • To provide clarification of language used for offers and request in the context of ordering in the restaurant

Subsidiary Aims

  • To provide gist, specific information and detailed listening practice using a text about ordering food in restaurant

Procedure

Lead-in/building context (5-6 minutes) • To generate interest in the topic of the listening

A photo of Nick and Duncan will be shown on the board using the projector and the teacher will ask: Where are they? What are they doing? Who is that lady? in order to set the context and engage them in the topic of food/restaurant/food ordering. Also, 3 words of the listening activity (sparkling/still/tap water) will be pre-taught at this stage.

Listening task (8-9 minutes) • To introduce the function of 'would you like..." for offer and request

They will listen to the audio file 8.3 and then the HO1 will be given to them which is the same conversation of the listening file and it has been cut into chunks and jumbled together. Students will be instructed to get into groups of 3 and try to put the pieces of the conversation in order and stick it on the walls. Then when they are finished, they will be asked to check the other groups and comment on their mistakes or correct their own mistakes. This task will make them move around the class which will help the kinaesthetic students learn better. At the end of the task, they will get the answers on the board using the OHP.

Highlighting target language (8-10 minutes) • To highlight the target language by doing a True/False task

At this point, the HO2 will be given to the students which is the true/false task of the Ex3 on page 64. Since they have already listened and ordered the conversation of the listening, which will stay on the walls, they will be asked to do the true/false exercise without listening again and just by looking at the conversation they ordered in the last stage. They have already been introduced to the "would you like" function in the previous stage, and here by doing a more detailed task, which is a comprehension activity, they will be challenged with the meaning of "would you like" and its difference with "like". This activity is going to be done in the same groups of the previous stage and upon finishing, they will get a WCFB on the board using the projector.

Clarifying target language (9-9 minutes) • To clarify the meaning and form of the "would you like"

The meaning of the "would you like" will be elicited using questions about the listening task such as: Does Nick like .....? Does she want to order it? Then the questions will be about the students own interests too, Do you like (some kind of food or drink)? Would you like to have it now? Then the answer (I would like ...) will be elicited too so that the form is complete. At this stage, the form will go on the board. Some sentences will be modeled so that they learn the intonation and the stress of the question and answer.

language practice (8-10 minutes) • To provide controlled practice of "would you like" function

The students will get into pairs and ask and answer the question of HO3 which is the Ex 1 of the practice stage on page 64. This will help them practice the language they just leaned in a controlled way so that it is not too challenging for them. After the task is completed, I will give the answer key to one of the students and ask him/her to read it to the class. Then in order to provide an opportunity for the students to practice the language in a more freer way and have the chance to generate the language themselves, they will be instructed to have role-playing game in which one of them will be the waiter and the other one will be the costumer. First, they will try to come up with a dialogue and practice it together and also change the roles. Then 1 or 2 pairs, which are not the same pairs of the previous stage, will come to the board and have a dialogue while the others are listening,

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