Ela F. Yegen Koumpos Ela F. Yegen Koumpos

TP 8
UPPER INTERMEDIATE level

Description

This lesson continues with the same context (regrets) with the previous lessons and focuses on the functional language. At the end of the lesson, students will practice role playing for agreeing and disagreeing on the given situations.

Materials

Abc ROLE PLAY CARDS
Abc Controlled Practice AK TP 8 / SLIDE 9
Abc TP 8/ SLIDE 7 (PRONUNCIATION)
Abc TP 8/ SLIDE 6 (Guided Discovery Worksheet answer key)
Abc Controlled Practice TP 8 / SLIDE 8
Abc TP 8 / SLIDE 5 (Guided Discovery Worksheet)
Abc TP 8 / SLIDE 4 (Agree, Disagree, Regret Chart) Answer Key
Abc TP 8 / SLIDE 3 (Agree, Disagree, Regret Chart)
Abc TP 8 / SLIDE 1 (LEAD IN)
Abc Listening Script
Abc Guided Discovery Worksheet
Abc Audio File

Main Aims

  • To provide clarification, review and practice of language used for agreeing and disagreeing in the context of regrets.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a role play for agreeing and disagreeing in the context of regrets.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

After greeting students. Personalize the topic and tell what happened yesterday. Show slide 1 lead in visuals to narrate your story. Script: This is me and this is my husband. Yesterday evening, we agreed to go to a sushi restaurant. We went there, it was a cozy and nice place. When it was the time to choose the drinks, we disagreed. My husband wanted to order a bottle of white wine, but I wanted to order a bottle of red wine. Eventually, we both ended up drinking beers. the food was good, we paid and we left. It was raining heavily outside and we got stuck in traffic for two hours. Now I regret going there on a Friday evening. Now think about these questions. Click on Slide 1 to show the questions. When was the last time you agreed with someone? How? When was the last time you disagreed with someone? Why? When was the last time you regretted doing something? Why did you regret? Please think for a while and then share your answers with your pair. You have 3 minutes to talk. Feedback: Any interesting experiences? (Nominate one or two students if necessary)

Exposure (6-7 minutes) • To provide context for the target language through a text or situation

Script: You're going to listen to a dialogue between Debbie and John. (Show the visual on slide 2). They will discuss something. What do you think it's going to be about? Elicit the idea of regret and agree and disagree. Possible questions: What kind of regret do you think they will discuss about? Do you think they will eventually agree? Disagree? Script: Listen to the dialogue very carefully. Play the recording (01:48) Script: Were your guesses correct? Who do you think is right? Why do you agree or disagree with John? or Debbie? Do you remember hearing any phrases or sentences about regret? Agreeing? Disagreeing? Talk you your pair for two minutes. Nominate some students and elicit their answers. If no satisfactory feedback is given play the recording again.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

Script: I am going to give you the script now. (Chest script.) Read it and find the phrases and sentences about agreeing, disagreeing and regret. Write them on the chart. Show Chart on slide 3. Chest chart. You have four minutes. Work alone. after four minutes: Now check your answers with your pair. You have one minute. Show answer key. Ask if there are any different ideas. Look at these agreeing and disagreeing expressions: CCQs: Do I agree or disagree? A lot or a little? Would you say this to your best friend? Would you say this to your boss? Do they change with tenses? (No) Which ones sound very informal? (That’s ridiculous!, You’ve got to be kidding, No way, I’m not like that at all) Script: Let's look at the regret expressions: Did you do it? (Yes) Are you happy with your choice? (No) Do you wish you hadn’t done it? (Yes) Is there a way to change it? (No) Script: Now, we are going to fill in more charts. Show slide 5. We are going to read these sentences, (point sentences) and create the charts for each. You will work alone. Distribute Guided Discovery Worksheet. You have 3 minutes. Monitor. Check your answers with your pair. Nominate an early finisher to come to the board and write the answers. Script: Look at these expressions. Listen to me, where you think we have the stress? I wish I hadn’t listened to you. That’s not true. There’s no doubt about it You’ve got to be kidding. I should have gone with Sam and Mark. If I had known how much you wanted to go to the concert, I would have come with yo No way! I’m not like that at all! I should have told you I was just going to say that! You’re absolutely right /ˈæbsəluːtli/

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Script: Remember the expressions you've heard between John and Debbie. Look at these sentences. (Chest) Look at the chart to help you. You have four minutes to answer the questions. Distribute controlled practice. Check with your pair. Show the answer key.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

In pairs, students will be given role-play cards. ( show slide 3 again) Script: Together with your pair, you are going to write a dialogue just like the one you have seen. (Chest dialogue) Here are your role-play cards. ( Chest Role play cards) Read your cards carefully to understand the situation. One of you will be A, and one of you will be B. ( If there is a group with 3 people, give them the dialogue with 3 people) You will create a short dialogue using at least two expressions from each column. Use the script to help you. You have ten minutes. Before we start: ICQs: Are we working alone or with a pair? (Pair) Are we writing a dialogue or just speaking? ( Writing) How many expressions are we choosing from each column? (minimum 2) Monitor Students, jot down the spoken errors for the feedback session.

Feedback (5-6 minutes)

Reformulate students' mistakes by eliciting and WC feedback.

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