New lesson plan: Every day English; sounding sympathetic or pleased

Amir Safaralizadeh

Every day English; sounding sympathetic or pleased - B1+ level

Every day English; sounding sympathetic or pleased
B1+ level

Description

in this lesson, students will learn about how to respond in a sympathetic or pleasing way about a situation through listening. the lesson starts with listening about Becky's problem. She poured juice on her newly bought phone! This is followed by some controlled practice about Becky's situation. Using the language to give and guess the sympathetic or pleased response. Finlay, it comes to the production stage in which the Ss will think about a problem they had or might have.

Materials

Camridge English

Camridge English

Main Aims

To provide practice of language used for sounding sympathetic or pleased in the context of making suggestions and sympathetic or pleased responce

Subsidiary Aims

To provide review and practice of present perfect simple and past simple in the context of everyday activities

Procedure (45-55 minutes)

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

As this is the first session, I'm going to have a GTKY activity using the adjective game to introduce each other. Then, I will set the lesson context by giving a personal made up story and will ask them to give e some suggestions. I will try to elicit using the modal verbs and past perfect.

Pre-Listening (10-12 minutes) • To prepare students for the text and make it accessible

I will ask the Ss to look at the pictures of the page 26 and guess what's going on. After, they got the context, they will try to produce language nad I will uide them to give suggestion in that situation. Finally, they will listen to an audio and do some controlled practice.

While Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I will ask them just to listen without taking any notes or trying to understand every word. I will tell them that in this stage they should get the gist of the context. Then, I will play it again and this time I will ask them to listen carefully and take some notes about the listening. I will ask them to work in pairs/groups to answer the questions and then share their ideas (in this way the Ss have more to chance to speak and interact and STT will be higher than TTT).

While-Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

In this stage, I will ask them to listen for more details to answer the questions and doing the drills. Then, they will some problems to thin about giving suggestions and solutions using the language in the previous exercise. I'm going to ask them to work in pair/group to increase interaction and speaking between Ss.

Post-Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

In this stage, they should start using the language they've learned to produce language. First, I will ask them to work in pairs/group to think of a problem they have or might have and make notes about the problems and then they will take turns to explain their problems and the other member giving suggestion regarding the problem.