B1 Intermediate level
To develop Ss' ability to speak in conversations using conversational phrases to help keep the conversation going, through the context of meeting friends unexpectedly.
To give practice in listening for gist and specific information.
Procedure (34-48 minutes)
* Show a picture of the Queen and ask Ss who she is. Next a picture of President Gul and of my friend. Stick the queen/president on one side of the board, my friend on the other. * Ask the students questions on meeting these people. Where do you meet them? What do you wear? How do you talk to them? Brainstorm as a class, and write down (very shortly) what differences the students can come up with under each picture. * Point out the answers that were about location (for example, at the palace or at a bus stop) and about the way you speak to them (informal/formal.) Make the transition from the last 2 lessons (planned meeting/keeping in touch) to this context (unexpected meeting.)
* Show Ss the hand-out, and that there are three pictures on there. They will probably be too small for the students to comment on them without having their own copy. Explain that we will listen to three conversation that Cathy had with her friends. Read out the questions, and make sure all students understand what they mean. * Hand out the exercises. Allow some time for the students to read the questions again. * Listen to the recordings. Leave some room after the recording is finished for the students to check their answers with each other. Ask if they all had the same answers. (If answers were very different, listen to the exercise again.) * Ask students for their decisions, and why.
* Form pairs * Show the hand-out, and point out the bold printed sentences. Have one student read out the first two alternatives to make sure that everybody knows what the bold sentences are. * Explain the exercise. Which sentence is more natural? What do you think people normally say? Discuss all five sentences with your partner. * Monitor * Discuss as a class which one they choice. What is different about the two alternatives? (less words) What is the effect (sounds more informal/friendly) *Listen to the recording again to check the answers.
* Form new pairs. * Point out the highlighted sentences in the hand-out. Look at the first line in exercise 3 as an example. * Students work in pairs to find correct answers. * Quickly check answers. No long discussion needed unless there is some confusion. * Listen to the recording of the phrases. Have students repeat as a class. After repeating several times as a group, nominate students to repeat individually. * If, in the previous step, students have problem pronouncing the sentences, don't nominate students right away but right down the difficult sentences on the board and mark the stress, etc.
* Form two lines of chairs, opposite eachother. Make sure everybody keeps their hand-out. * Tell Ss to each choose a part, and practice the (first) conversation. (Depending on how quick they finish, tell them to do several conversations) * Tell one line of Ss to move one seat, and practice the conversations. * Repeat. * Once Ss have spoken to several classmates, finish with some feedback based on the monitoring. See if there were any common mistakes.