Pinar Bahtiyaroglu Pinar Bahtiyaroglu

Pre-intermediate level


Abc Coursebook

Main Aims

  • The Ss to learn how to politely stop people interrupting them and check it's OK to interrupt people.

Subsidiary Aims

  • The Ss to improve their listening in the context of politely stoping people interrupting them and checking it's OK to interrupt people.


Warmer (10-15 minutes) • Setting the lesson context

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.

Pre-Listening (4-5 minutes) • The Ss get prepared for the listening

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.

Listening #1 (2-3 minutes) • The Ss will listen for specific information

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.

Post-Listening (5-6 minutes) • To provide the Ss with an opportunity to expand on what they've learned

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.

Listening #2 (2-3 minutes) • The Ss catch specific information while listening

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.

Listening #3 (4-5 minutes) • The Ss listen for specific information

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.

Post-Listening (3-4 minutes) • Further understanding for the Ss on what they listened

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.

Speaking (3-4 minutes) • The Ss to practice speaking in the context of politely interrupting someone and stopping someone from interrupting them.

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.

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