Youssef Gergis Youssef Gergis

Real life. Showing interest
intermediate level

Description

In this lesson, Ss will learn how to show interest and surprise. The lesson begins with a song as the lead-in to engage the Ss in the topic of real-life events. Then. Ss will listen to a recording and highlight the target language. After clarifying the TL, Ss will practice the functional language. After that, Ss will use the TL in a conversation.

Materials

Abc Laptop
Abc © Cutting edge elementary book, p.24

Main Aims

  • To provide clarification and practice of language used for showing interest and surprise in the context of real life

Subsidiary Aims

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

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Welcome. I will welcome Ss and ask them about their day. I will ask them if they know the song "7 years". If they do, I will ask them if they are familiar with the topic of the song. Set the task. I will tell Ss that they are going to listen to the song, and I will give them HO1. I will ask them to listen and answer the questions while listening. I will ask the following ICQ "Are we going to listen first and answer the questions, or answer while listening?" -While listening. Do the task. I will play the song once. I will monitor to see the Ss progress. If I felt that they need to listen again, I will play it one more time. Pair check. I will ask Ss to check their answers in pairs. Feedback. I will give oral feedback.

Exposure (5-7 minutes) • To provide a model of the task and highlight useful words and phrases

Set the task. I will use the last question in the lead-in stage and move to speak about another singer which is "Kirstin". I will tell Ss that we are going to listen to a conversation between Kristin and her friend, "Tom". I will ask them to put events she mentions in order from 1-9. Do the task. I will play the recording and check the Ss' progress. If they need to listen again, I will play the recording one more time. Pair check. I will ask Ss to check their answers in pairs. Feedback. I will give written feedback.

Highlighting Language (5-7 minutes) • To highlight the Target language in context.

Set the task. I will give Ss the tapescript and ask them to underline the phrases Tom uses to show interest. I will ask the Ss the Following ICQs "Are we going to underline phrases tom says or Kirstin?"- Tom. "Are we going to underline all the phrases of tom or the ones that show interest?" -The ones that show interest. Do the task. I will give the HOs to Ss and check their progress. Pair check. I will ask Ss to check their answers in pairs. Feedback. I will give written feedback.

Language clarification (7-10 minutes) • To provide clarification of the meaning, form and pronunciation of the TL

I will use a powerpoint presentation to show some situations. I will ask Ss to come up with s suitable response to each situation. I will elicit the TL language from the Ss and make sure they understand the meaning and know the form. I will drill, if it's needed, to teach the pronunciation. I will focus on rising intonation and how to use it in showing interest. At last, I will ask Ss to think of other ways to show interest. I will show them the last slide which has a summary of the four ways to show interest "Echo questions, short expressions, That's/How +adj, followup quesions"

Controlled practice #1 (6-8 minutes) • To provide an opportunity for Ss to practice the target language

Set the task. I will ask Ss to complete the conversation using the Tl. Do the task. I will give the handout to Ss and check their progress. Pair check. I will ask them to check their answers in pairs Feedback. I will give oral feedback.

Controlled practice #2 (6-8 minutes) • To provide an opportunity for Ss to practice the target language

Set the task. I will tell Ss that we are going to work in pairs. I will hold H.O and tell them that we are going to work in As and Bs. First, A will say a sentence and B will show interest. then, when I clap, B will say his sentences and A will show interest. I will ask the following ICQs "Who will say the sentences First?"- A "Who will show interest first?" -B. When will we swap?" After I clap. Do the task. I will divide Ss into As and Bs. I will give Ls the handouts. I will check their progress and clap after 5 minutes. Finally, I will continue monitoring. Feedback. I will give oral feedback, praising the good uses of language and correcting the mistakes.

Freer practice (10-12 minutes) • To provide students with practice of the target language

I will show a picture of a therapist. I will ask the Ss "what does she do?"- a Therapist. I will tell Ss that we are going to play the Therapist game. I will tell Ss that we will work in pairs. A will be the therapist and B will be the patient. The Therpaist will ask questions and The patient will answer. The Therapist has to show interest or else the patient will stop speaking or cry, and the Therapist will lose. When I clap, we will change roles. Patiens will be Therapists and Therpaists will be patients. I will ask the Following ISQs "Who will ask the questions?- The therapist. "Who will answer the Qs?" - The patient. "Is the Therapist going to be quiet or show interest?" -Show interest. What will the patient do if the therapist doesn't show interest?" - Cry or stop talking. "Who loses if the patients stop talking?" -The Therapist. Do the task. I will divide the group into Patients and Therapists. I will check Ss' understanding and progress. Feedback. I will give oral feedback, praising the good uses of language and correcting the mistakes.

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