Seosamh Mac Giolla Phadraig Seosamh Mac Giolla Phadraig

Seosamh Mac Giolla Phadraig - TP6 October 24th, 2018
B2+ Upper Intermediate level


In this lesson, students students learn functional language for keeping a conversation going.


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Main Aims

  • To facilitate Ss guided discovery of the use of functional language in the context of keeping a conversation going.

Subsidiary Aims

  • To practice the target language through a listening exercise.


Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

Tell Ss they are going to observe a dialogue with some serious problems. They should analyse it carefully as there will be a group discussion about it afterwards. ICQ. Is the dialogue they are about to witness a perfect dialogue. (no) Will there be issues? (yes) Pick a S that would be good for modeling a conversation. (Warmer H/O) Student is A and I'm B (who is very rude and disinterested person). Student A should only read the questions and not add anything to them. Tell Ss they will now be grouped in fours and then they will analyse the conversation for politeness and what the rude person could have done to make things friendlier, more interesting and engaging. Groups have 3 minutes to discuss this. Give out Warmer H/O to all Ss and group them in fours. Group disucssion. WC FB focusing on lesson context of 'Keeping a Conversation Going'.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through listening

Project Bingo game. Tell Ss they will be grouped in pairs to do a listening activity with two tasks. They will hear two friend Chloe and Sophie having a conversation. You listen in pairs to the tapescript. Student 1 is responsible for answering the questions but Student 2 can help. Student 2 should bracket the phrases that Chloe and Sophie use to keep their conversation going but Student 1 can help. Student 2 should immediately shout ‘Bingo’ when they’ve bracketed their last phrase. The first to shout ‘Bingo’ is the winner. ICQs - What's the gender of the people they will hear on the tapescript? (female) What are their names? (Chloe and Sophie) What is Student 1 responsible for in the listening text? (Writing answers to the questions.) What about Student 2? (Bracket the phrases they hear and shouting 'Bingo' when they've heard them all.) Who is the winner of the game? Give H/Os. Group Pairs. Feedback should be Ss looking at the key and asking any questions about the target language.

Useful Language (12-14 minutes) • To highlight and clarify useful language for coming productive tasks

Project Meaning Slide Elicit context from Ss. All these are all examples of what? Tell Ss there will be a pw activity. Each pair will be assigned 2 questions and they must reformulate the question to keep the meaning. When they are finished they can come forward and write the new question on the board. - 3 minute discussion task. Whole class feedback. Are there any questions? T asks CCQs on the new TL such as for 'How's it going?' - Am I asking you where you are going?' - (no) T Drills sound and focuses on intonation. T asks Ss to do a quick gapfill exercise from HO four. 2 minutes T projects Form slide and elicits TL form from Ss. T asks to do a quick pw activity with exercises 1a and 1b of Page 9 of the WB

Productive Task(s) (10-12 minutes) • To provide an opportunity to practice target productive skills

T tells Ss that they are going to do a speaking activity. Instructs that they will make an inner and outer circle. T projects example of surreal situation. Ask 2 Ss to model the conversation by trying to use questions that keep the conversation going. Tell Ss that the inside people will start by looking at their piece of paper and stating their surreal situation. The person opposite them on the outside asks about this focusing on using questions to keep the conversation going. After 2 minutes the teacher tells the people in the inner circle to pass their paper to the person to their right. The people on the outside circle move counter clockwise. ICQs - What are testing in this speaking activity. (Asking questions to keep conversation going) How many circles are there? What do inner circle people do after two minutes. ( Pass their paper to the person on the right) What do out circle people do? ( Move counter clockwise). If there is an odd person, a monitor will be appointed Monitor must go around the groups listening for target language and writing it on the board. FB - Students state what they've learned or ask any questions they have.

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

Write up mistakes on write board and encourage WC discussioin on the mistakes.

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