Sema Çetin Sema Çetin

Teaching Practice 1 - Speaking
Upper Intermediate (B2) level

Description

This is an integrated listening and speaking lesson in the context of problems and offering solutions. It introduces some possible ways of talking about problems.

Materials

Abc Situatioon Cards
Abc pg. 12, ex. 3d
Abc pg. 12, ex. 3b & 3c
Abc pg. 12, x. 2, 3a Listening, Audio 1.3, visuals
Abc pg. 12, ex. 1; Students Advice Centre Poster

Main Aims

  • To provide students with clarification / review and practice of functional language used to outline problems, offer solutions and react to suggestions.

Subsidiary Aims

  • To provide students with practice in speaking for fluency and accuracy.

Procedure

Warmer/Lead-in (6-7 minutes) • To set lesson context and engage students

Link the lesson to the previous one by commenting on some of the suggestions which are liked/agreed with. Ask what kind of problems Ss often have at university. Write their ideas on the board and add some if necessary (can't afford to eat properly, can't finish an assignment, can't find the book you want, late handing in your work, fail an exam, etc.) Ask Ss who they would go to ask for advice when they have such kind of problems and why. Write the answers on the second column on the board. (parents, best friend, teacher, student counsellor, etc.) Show the leaflet of Student Advice Centre and ask them in pairs to discuss the questions in ex.1. Monitor - pay attention to any interesting point for FB Elicit answers in plenary and ask if they have a similar centre in their own university.

Exposure (8-9 minutes) • To provide context for the target language through a listening audio

Show the picture of Marco and tell he is a university student and has some financial problems. Pre-teach three words "budget, expense, and direct debit" by asking some personal questions: - "Do you have any financial problems? How much money do you spend on food in a week? You have approximately ... TL for food expense? - Do you think you need a plan to manage your money? A plan that shows how much money you have and how you will spend it. What do we call that plan? (budget) - Let's assume that you forget to pay your bills all the time. What can be your solution to this? Get the answer of the students and tell them I pay the bills by direct debit. For example, my credit card pays my phone bill automatically." Read the instruction and ask Ss to read the questions in ex. 2 before listening. Ask Ss to listen and answer the questions. (If Ss are not sure about the answers, play the audio again.) Give time for pair check. Monitor if needed. Do plenary feedback. Give Ss time to read the sentences in ex. 3a and play the audio for them to tick the sentences they hear. Ss peer-check. Do plenary feedback.

Clarification (15-16 minutes) • To clarify the meaning, form and pronunciation of the target language

Ask the students to work in groups (make them 4 groups) Use the suggested categories in the book. Put the categories on the board / walls of the class and present them to the students. Ask Ss to put the relevant sentences under each category on the walls / board in 2 minutes. Ask the students check their answers with the answers of other groups. Tell them if there's a mismatch, discuss the problem to find the correct answer. Show the answers on the board. Focus on the meaning, form and pronunciation. (See the language analysis page) Model and drill the intonation on the sentences.

Controlled Practice (3-4 minutes) • To concept check and prepare students for more meaningful practice

Ask Ss to match the sentences with the categories individually. Let them check the answers with their partners. Do plenary feedback.

Free Practice (9-10 minutes) • To provide students with free practice of the target language

Put students in groups of three/four. Give a situation to each group. Give the instruction. (Work in your groups and discuss the situation and suggest some solutions. Use the key language on the board.) Monitor closely during the discussion to make notes of the common mistakes. (If there's more time than anticipated, get the students act the situation out in front of the class.) Elicit suggestions from different groups. Make error correction on the board.

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