Daily Situations Lesson
To provide students with clarification / review and practice of functional language used in everyday situations.
To provide students with practice in speaking for accuracy and fluency.
Procedure (40-45 minutes)
Briefly check Ss' names and try to learn them. Hang 10 different pictures representing some places and situations on the walls and on the board. Ask them to guess the situations and what each place might be in the pictures. Get them stand up and give them some time to look at each picture. Get them sit down and ask questions about the pictures - why and when do we go to such places? Try to elicit some answers from Ss
Give ss time to read the situations in ex. 1 Give them time to match the pictures of the places on the board with each situation in ex. 1 Then give them some more time and let them check their answers with a partner Ask them to get the answers
Ss read the lines in ex. 2 and match them with those in ex.1 Ask them to pair check the answers Check the answers with the whole class Ask Ss further questions to check their understanding of the phrases Write these sentences on the board and clarify the meaning of them with CCQs - When someone says "I'll manage", does this mean they want or don't want help? "I am stuck in traffic." - Is it possible for me to drive further on the way? No. Do I want to stop or keep driving? Keep driving. "Can you put in your PIN number and press enter?" - Do I want to put in PIN number or does anyone else want me to put in my PIN number? somebody else. Is it a polite way? Yes. "I don't think you've met Greg" - Am I sure that you've met Greg? No. Is it my opinion or someone else's? Mine. "Would you like someone to help you with your luggage?" - Does anybody offer me help or do I want help? Somebody. Is it polite? Yes. "Have here or take away?" - For example; when you go to Starbucks, they offer you two options: Would you like to drink in there or drink in another place? Elicit answers from Ss Drill and model the pronunciation of the phrases chorally and individually by paying attention to stress and intonation Show the stress and the intonation with arrows in each sentence.
Cut the papers where the situations on the p. 147 are in pieces Give each pair of Ss one situation taken from the p. 147 Ask each pair to act out the situation Give Ss to prepare for the act-out Ask some of the groups to perform their situation in plenary Ask other Ss to guess each situation Elicit answers from Ss If time, play T1.12 for example conversations