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Reaching Agreement
Intermediate level

Description

In this lesson, students learn to reach an agreement and manage a discussion through a listening about setting up a catering company then practising with jumbled words organising and finally trying to reach an agreement, students will set up a company.

Materials

Bclmytercyxmfhmwo8h5 speaking activity honeymoon company Speaking act- setting up company
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Abc Board Markers
Abc Listening track
Abc Overhead Projector
Abc Speakout Intermediate Active Teach DVD
Abc White board
9ctxldxsuggrfbpdjvcv listening reaching agreement Listening- Functional lang vocab

Main Aims

  • To provide clarification and practice about "giving opinion, suggestion and commenting on opinions" with the help of listening example and speaking practice

Subsidiary Aims

  • To provide accuracy and fluency in speaking and listening about reaching agreement and managing a discussion with the phrases of giving opinion, suggestion and comment

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T comes up with the idea of wedding meal. Elicits "catering company" by asking questions: "Are you going to cook your wedding meal or order for someone else/ a company?" "This company cooks and serves food and drink for a large groups of people, (in organizations, at school) ?" Asks CCQ "Do you have your lunch at school, does the catering company cook it? Do you like catering company's meal?" Drills the word and write it on the board.

Stage #1 (Test- Listening) (5-6 minutes) • To gauge students' prior knowledge of the target language

T tells Ss that they are going to listen a team meeting about setting up a catering company and they are going to hear some phrases, wants Ss to put tick the option they hear. gives HOs, and play the track (4.4) Peer check and O/C F/B

Stage #2 Teach (8-10 minutes) • To clarify areas of the target language

- T makes Ss 3 groups - T puts a coloured cardboard on the W/B and sticks the titles "Giving opinions", "Commenting on other opinions", "Suggestions" on it. - T gives cut-ups of the phrases that Ss put tick and T wants them to stick the phrases into right colunm. Set 2 min, first group check then O/C F/B - Instant correction of the answers, if it is needed, T emphasizes the steps of the phrases by giving an example: Giving opinion: "The way I see things, we need to decide which lesson we should start studying first, you know we have exam next week." Commenting: "Exactly!" Suggestion: "I suggest we focus on ......." - T drills the phrases

Stage #3 Test (5-7 minutes) • Check students' use of the target language again and compare with the first test

-T gives Ss jumbled words and asks them to order them to make a complete sentence in 3 min. T monitors -Ss check their answers with their partner then T gives the answer key. -Listen for the stress of the words in the phrases (4.5)

Stage #4 (3-5 minutes) • To provide needed phrases to manage a discussion

-T gives HOs about managing a discussion and asks Ss to complete it with their partner - Ss listen (track 4.6) and check their answers O/C F/B

Stage #5 Free Practice (10-15 minutes) • To provide students with free practice of the target language

- T presents a task. Ss are going to set up a honeymoon company which offers new alternatives (holiday, activity, sport, visiting new countries etc) - T divides Ss into 3 groups A, B and C. Gives each group roles and set the time in 5 min. - When time is up, T creates a new group of ABC, lets them talk about their role/ act in 3 min. -T monitors, delayed F/B, error correction

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