Oyku Naz Bartu Oyku Naz Bartu

Speaking Lesson
Elementary level

Description

In this lesson, students will develop their speaking skills by learning to ask questions about someone's health and giving advices.

Materials

Abc Gap-fill Handout
Abc Question Handout
Abc Matching Handout
Abc Reading Handout

Main Aims

  • To provide fluency speaking practice in a conversation in the context of health

Subsidiary Aims

  • To provide scan and detailed reading practice using a text about feeling ill in the context of health
  • To provide clarification and review of language used for asking questions and giving advice in the context of health

Procedure

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

In this stage, I will remind students of the first lesson. I will ask them; Can you remember the video? What was the video about? What were her problems? What suggestions did he give her? If I have got a headache, which part of my body has a problem? Can you show me your stomach? Can you show me your teeth? If I have a temperature, what should I do?

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading

In this stage, students will read a text adapted by me. The text is involving two different conversations. In the first one, there is a dialogue between the doctor and his patient. In the second one, there is a dialogue between two friends asking about someone’s health and giving advice. First, they will read in a minute just to scan and then they will try to match illnesses with people. They will do this activity individually and check their answers with pairs. Second, they will read carefully in two minutes and then they will answer the questions. But this time, after they read the text they will read the questions in a minute, they won’t write anything. After they read the questions, they will give the answers orally, I mean they will speak. First they will talk to each other in 2 minutes then they will give the answers to the whole class.

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

In this stage, I want to use again discovery activity like my TP7 instead of clarification on the board. They will do the filling gaps activity. This activity will help students to use the target language in the productive task. They have 3 minutes to do this activity. If it is needed, I will clarify the target language by eliciting or with CCQ.

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

In this stage, I planned role-playing. I will nominate students as a doctor and patient and then friend to friend. They will choose one of the illnesses they learned in the first lesson. They will establish a dialogue by using questions asking about someone’s health and giving advice. I will give them 5 minutes to prepare their roles. They will first discuss with each other and then they will play their roles.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

In this stage, I will give feedback to students about their errors which I realized when they were talking in productive task.

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