New lesson plan: Making conversation in real life

Alaa Ali Elfawal

Making conversation in real life - upper intermediate level

Making conversation in real life
upper intermediate level

Description

In this lesson students learn about acquaintances and how they can use useful expression for starting and ending conversation. The lesson starts with a discussion about meeting people for the first time. This followed by listening exercise where they can classify ways of starting and ending conversation. Then I will clarify the language by eliciting some expressions and answer the exercise as a controlled practice. Finally, there is an exercise as a free practice through a role play.

Materials

Cutting Edge Upper Intermediate hand-outs

Main Aims

To introduce students to the functional language of starting and ending conversation with acquaintances.

Subsidiary Aims

To practice speaking for fluency.

Procedure (32-44 minutes)

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

I will ask the students about meeting people for the first time, what kind of things do they usually talk about? Then I will ask Ss Do you ever find it difficult to keep a conversation going in these circumstances? Why? We will have an open discussion through these questions.

Exposure (5-7 minutes) • To provide context for the target language through a listening exercise.

Ss will listen to a conversation about two persons are meeting for the first time then they will choose the topics they talk about it, check it in pairs and give them the feedback. I will ask them Do you notice any difference in the attitude of the two speakers? Discuss this question in pairs then give them the feedback.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Ss will listen to the same track and answer some questions related to the audio. I will give them some time to read the question and focus well for answering the questions well. Check it in pairs then I will give them the feedback.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Firstly, I will divide the WB in two parts one to start the conversation, the other to end the conversation. I will ask students to try to remember some expression to start and end the conversation with it through the previous audio then I will write them on some flash cards and put it on the board. I will ask them to tell me other expressions we can use it then I will stick it to the board. I will elicit the other expressions of my target language through some situation. Before sticking the expression on the board I will drill the pronunciation of each expression.

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

I will put the 10 flash cards on the desk and ask them to clarify which expressions are useful for starting and ending conversation and write down on each card. They will work together. Then stick the flash cards on the board and give them the feedback. I will ask them some CCQs to check the meaning. Ss will listen to these 10 expression and mark the sentences if they sound polite, causal or rude. I will ask them how we could know the polite and rude one then I will clarify the intonation.

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

I will explain first the meaning of acquaintances. I will show them two column, one for situations and another for relationships. Ss have to choose a situation and a relationship then they will act a conversation for 2 minutes in pairs as a role play . I will give them some time to prepare then I will give them the feedback.