meryemcolak meryemcolak

January 10, Thursday, X1-17(R) 3rd Hour MERYEM ÇOLAK
Level 2 (A2-B1) level

Description

In this lesson, students learn about the language used for explaining and dealing with problems through a context based on restaurant problems. The language is modelled and highlighted with the help of a listening text. consisting of two different tasks. After making them discover the meaning through the audioscript and the boardwork, they practice the Target Language by role playing the given situaions in pairs by changing roles. Then the lesson finishes with feedback and error correction.

Materials

Abc Navigate Course Book B1 p. 102

Main Aims

  • To provide clarification and practice of language used for explaining and dealing with problems in the context of restaurant problems

Subsidiary Aims

  • To provide fluency in dealing with problems
  • To provide gist and detailed listening practice regarding restaurant problems

Procedure

Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

I will start the lesson by asking them if they like eating out and how often they do. After doing a whole class talk, I will tell them to get into groups of three and discuss the questions in Exercise 1. I will set 3 minutes. I will be monitoring in order to check if they are doing right and make sure they don't switch to Turkish. After they are done, I will elicit some ideas on the board.

Exposure (9-10 minutes) • To provide a model of production expected in coming tasks through listening

At this stage, student are going to be involved in two tasks aiming at exposing them to the target language they are expected to discover and use. In the first one, I will tell them they will listen to five conversations in which people have a problem in restaurant and ask them to decide if the restaurant or the customer is at fault.I will ask them to compare their answers before doing a plenary feedback. Then I will set the second task and tell them to listen again and complete the phrases from the conversations. I will make them do peer-check before whole class feedback again.

Useful Language (9-10 minutes) • To highlight and clarify useful language for coming productive tasks

I will divide the board into four and write these titles on the board: -Introducing/explaining a problem -Making a request -Making an apology -Responding to an apology Then I will ask them to go to the script on p.164 and find the right expressions for the functions on the board in pairs. I will set 3 minutes for it. After that, I will elicit the answers on the board and want them to come back to the page 95 and check their answers. I will also clarify the meaning through the context. I will get them to listen to the phrases and drill both chorally and individually (Exercise 3b). I will help them recognize how the intonation changes according to the situation.

Productive Task(s) (10-11 minutes) • To provide an opportunity to practice target productive skills

I will pair them up and ask them to describe the problems and make a request according to the situations in part 4. One of them will be the costumer and the other will be the waiter. I will set 5 minutes for it. I will monitor and take some notes of both good and problematic uses of TL. After they finish, I will ask them to change their roles and their partners. Waiters will be costumers and costumers will be waiters. They will act out the same problems again in different roles. I will be monitoring and taking notes again.

Feedback and Error Correction (7-8 minutes) • To provide feedback on students' production and use of language

I will finish off the lesson by doing some error correction on the board and reformulation if necessary.I will write the language uses on the board and ask students to look at the sentences decide if they are correct and if not, think about how we can correct them. Then I will conduct a whole class feedback by eliciting the answers.

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