Ceren Ceren

Offering to help, TP8
Elementary level

Description

The lesson starts with a lead-in and the teacher shows some pictures related to the context. The teacher tries to elicit the context from the Ss in lead-in stage. The learners focus on functional language in the context of offering to help. They will learn some phrases which help their communication in daily life. In this lesson learners will focus on receptive and productive skills of listening and speaking as sub skills. In exercise 3A the Ss listen to the audio for gist and the teacher elicits the answers as a whole class feedback. Afterwards the Ss listen to the audio for specific information and fill in the gap in exercise 3B. They check their answers in pairs and the teacher elicits the answers as a whole class feedback. At the end of the lesson, there is a freer speaking activity. The teacher takes notes for delayed feedback.

Materials

Abc Cut-ups
Abc Handouts
Abc Overhead Projector
Abc Pictures
Abc Speakout Elementary Active Tech DVD
Abc Role Cards
Abc Whiteboard

Main Aims

  • To teach and practice functional language in the context of offering to help.

Subsidiary Aims

  • To practice Ss' skills -both listening for the gist and listening for specific information in the context of offering to help. By the end of the lesson, Ss also will have chance to speak in the related context of the lesson.

Procedure

Stage 1 (Lead-in) (8-10 minutes) • To get Ss ready for the lesson

- T tells a story about a bcycle accident. - T shows some pictures and she tries to elicit the context and the structures (Let, I'll, Shall) from the pictures. - T writes on the board. (offering to help - Let, I'll, Shall)

Teaching phrases (6-7 minutes) • To teach the stress and pronunciation

- T writes on the board, drills and shows the stress. Let me try...Ooh, it's stuck. Let me carry it. I'll make you a sandwich. I'll get it for you. Shall I open the window?

Stage 2 (Listening for gist) (2-3 minutes) • To let ss to listen for gist

- T gives the task and the HO's. ICQ's Are we matching each conversation with the pictures? (Yes.) - Ss listen to the audio ex. 3A (11.4). - T elicits the answers from WC.

Stage 3 (Listening for specific information) (3-4 minutes) • To let ss to listen for specific information

- T gives the task and the Ss listen to the audio second time and do the ex 3B. - They check their answers in pairs. - WC feedback.

Stage 4 (pronunciation) (2-3 minutes) • To provide correct pronunciation for the Ss

- Ss listen to correct pronunciation from the audio 11.5 - T drills chorally and individually.

Stage 5 (Matching Activity) (5-6 minutes) • To provide practice to the Ss with the matching activity

- T gives the cup-ups and the task. - T shows first one as an example. - Ss works in pairs. - T monitors and helps if needed. - Ss check each other's answers.

Stage 6 (Freer activity) (11-12 minutes) • To provide speaking activity with role cards

- T gives the task and does first one as an example. (A person is the teacher and B person is the WC) -T gives the role cards. - Ss go out and offer to help to eachother. ICQ's Are you going to exchange your cards? (Yes.) - Ss swap the role cards. - T monitors and takes notes for delayed feedback.

Web site designed by: Nikue