Reyhan Torlak, 25/03/14 Misunderstandings
to provide review and practice based on the functional language used while dealing with misunderstandings through guided activities
to provide free role-play speaking activities to enable students to use the good language about misunderstandings
Procedure (45-34 minutes)
-write a question on the board and give students 20 seconds to read and understand it. -tell them keep this question in their minds -show them some pictures which are related to the topic and tell them look carefully and try to get the idea behind these pictures -give enough time to talk about these pictures with their partners -get feedback by discussing with the whole class -elicit the word "misunderstandings"
-divide the classroom into four groups by giving them different colors ( yellow,blue,green,red) -tell them come together to work in groups -distribute a hand-out to each group which includes a chart about dealing with misunderstandings and some expressions on it -explain the procedure of an activity -tell them, by taking turns, one of the students from each group runs outside of the classroom, tries to find his/her group color and take one of the sentences or questions with this color, runs back to the classroom,gives it to his/her group and they put the sentence in the correct column, then the next student runs and applies the same procedure.It continues until they have completed the chart. - give them answer key to check their answers -drill sentences and questions with the whole class. - try to give the correct pronunciation with the correct intonation. - don't forget ICQs before beginning the activity -are we going to work alone? -are we going to run outside of the classroom? -are we going to run together or one by one? - are we going to take all the papers or just one? -are we going to write the sentences or stick them?
-give one of the cut-ups to each student randomly -tell them stand up,move around the classroom,talk with their classmates and find the correct halves -tell them sit together with the correct halves (this is a kind of regrouping for the next activity) -guide each pair come to the board and stick the correct matching -do the same activity until all the sentences and questions have been put on the board -ask some questions to the students to enable them to remember the usage of these expressions
-read the example with class and make sure that they get the idea of the activity -give enough time to find the missing words individually -let them check in pairs -divide the classroom into two for getting feedback (the first part will be group A, and the second part will be group B) -for the first three sentences, students A read the first sentences in dialogues together and loudly and then students B read the following sentences in the same way with giving the missing words. -swap the roles for the last three sentences, and do the same procedure for the rest of the answers.
-give a hand-out to each pair which includes three short dialogues on it. -tell students read the dialogues and think about what A says next in each conversation. -monitor and support them with vocabulary. -when they are done, students practice dialogues. -teacher nominates good examples to read to class -nominate some students to read out just their extensions to the conversations. other students listen and guess which conversation it is.
-read the example with class and ask them some CCQs to elicit the meaning of "reformulate" -Why does the speaker use this phrase? -does the speaker want to repeat the same thing in a different way? - does the speaker want to check that people understand correctly? -tell them he/she reformulates what he/she heard. -drill the word with the whole class -write it on the board to help them to make a connection between the pronunciation and spelling of the word -give them enough time to complete the activity. -let them check in pairs and give feedback.
-pre-teaching "complaint" can be helpful (if it is necessary) -tell them work in pairs with the student next to them -to help them to get the idea of the activity, read instructions together for the first role-play activity -after reading the instructions, ask some CCQs to make sure that they understand the problem. / where are you? / do you have any problem? / What is it? / what do you want to do? / are you going to tell something positive or negative? -use the flow charts to help and get them understand -give them time to work together to role-play situation in ex. 6A. -monitor and support -Students switch their roles and use the situation on page 162. -monitor and nominate pairs with good language to perform to class -enable them to work with different partners to produce their original role-play -tell them think about a problem and offer a solution for it and begin a role-play. -when they finished,they swap. -monitor and take some notes about the good and bad language she heard. -give feedback