English Lesson Planner

Omid

TP1 - upper intermediate level

TP1
upper intermediate level

Description

This is an activity from the communication section of the Teachers’ book. The context changes from interviews to asking questions with a real-life purpose, making conversation, e.g. Dinner Party conversations. A good way to introduce this may be to ask the Ss if they were ever at a dinner party where they didn’t know anyone/what it feels like to hold a conversation where both parties don’t know what to say. It’s up to you how you use the material, but you should follow the sequence for a productive (speaking) skills lesson.

Materials

Handout

P1 (Dinner Party)

Pictures 1-8

Handout 2

Handout

P1 (Dinner Party)

Pictures 1-8

Handout 2

Main Aims

To provide fluency speaking practice in a conversation in the context of dinner party

Subsidiary Aims

To review and give Ss practice in question forms

Procedure (45-55 minutes)

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

Show the material P1 (Dinner Party photo) and ask: - What is happening? - Are they enjoying or are they bored? - What do you think is the reason? - How can you encourage another person to speak to you? Elicit that they should ask interesting questions.

Exposure (8-10 minutes) • to provide Ss with a model for their speaking

Ss in groups discuss what topics are ok to discuss with people you are getting to know and which topics you might want to avoid. Show pictures related to each topic from TsBk p188 and put them around the room on the walls. Ss walk around in pairs & guess what the topics are. For feedback (FB), give them the questionnaire (p188) so they can check.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Remind Ss that they have seen question formations before. Ask them to look at the questions on p188 and discuss in groups how to fill in the blanks but WITHOUT writing anything. Then give them the rules part of SsBk, p132 1A to look at in pairs and finalize their answers. Deal with anything they’re not sure about in whole-class feedback

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Use questions for the first topic of home to model the activity with the class. Drill a few questions for pronunciation. Explain that each group will have 1-2 topics. Ss find someone from another group and ask all of the questions, and vice versa. Ss must speak to one person from each group so that they have asked their questions to everybody and have been asked all of the other questions by members of the other groups. Demo that they should use follow up questions and try to keep the other person talking as long as possible. The aim is not to get through all the questions but to stay on one topic as long as possible. Time them and let them know that when you signal they should change roles (interviewer/interviewee), and with another signal they will change to speak to someone from another group. Monitor and take notes for FB

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

In class, monitor Ss while they are speaking and take notes make sure Ss get FB on their ideas first. When all the students have spoken on all the topics, do w/c FB, Which topics were easiest to talk about at length and which questions were difficult to talk about? If time – get any errors noted on the board & elicit corrections.