The Ss to learn how to politely stop people interrupting them and check it's OK to interrupt people.
The Ss to improve their listening in the context of politely stoping people interrupting them and checking it's OK to interrupt people.
Procedure (33-45 minutes)
I stick the picture taken from the coursebook on the WB, and I ask the Ss "What's happening here?". The Ss talk about the picture. I elicit the meaning of "interrupt". I make the Ss get into pairs by giving them fruit names. While they arrange their seating I write the question on the WB: "Do people interrupt you when you are working?" "Who?" "For what?" The Ss discuss the question. I give them 2-3 minutes. I write the second question on the WB: "What do you do when you don't want to be disturbed?" I get feedback for the first question. Then show them the second question. The Ss discuss it for 2-3 minutes. I get class feedback.
Before giving the handouts to the Ss, I give the instructions on my copy and ask ICQs. Then I give the handouts. They work in pairs and fill in the blanks.
The Ss listen to the conversation for the first time and check their answers. I play the track for a second time by pausing after each answer. I ask the Ss to check their answers with each other.
I first write Jean Pierre's line on the WB: "Look, can I call you back?". I elicit that this is a way of politely stopping people from interrupting. I write this under his line. Then I write Rosemary's line on the other part of the WB: "Is this a bad time?". I elicit that this is a way of checking if it's OK to interrupt. I write this under her line. Each Ss pick a paper strip, and I give the instructions. The Ss put the paper strips under the correct title on the WB.
I set the task by asking the Ss if they can hear how many times Jean Pierre and Rosemary say "sorry" in the listening track of exercise.7. I play the track. Ask the Ss the answer. The answer is 4. If there are wrong answers I play again the track.
I set the task and give the Ss instructions, ask ICQs. I play the track . The Ss fill in the blanks. I play the track second time by pausing after each example. The Ss check with their partners. I get whole class feedback.
I write on the WB: "People apologize when they..." We look at the examples of Jean Pierre and Rosemary's conversation and I elicit why they say they are sorry. I also ask the Ss if they can think of more reasons for people to say they are sorry.
I mark half of the Ss as bananas and the other half as apples. Apples politely interrupt and bananas stop interrupting. I ask them to get up and speak to each other by using the sentences on the WB.