Gonzalo García Gonzalo García

TP4
Upper Intermediate level

Description

In this lesson, learners will have a practice and introduction session of functional language to make conversation

Materials

Abc Zoom platform
Abc Presentation

Main Aims

  • To provide review of language used for making conversation and introduce it in the context of 1st time conversation

Subsidiary Aims

  • To provide accuracy speaking practice in a making conversation need in the context of 1st time conversations

Procedure

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

After greeting learners, I ask them to talk in break out rooms the following questions: When people meet for the first time, what kind of things do they usually talk about? Do you ever find it difficult to keep a conversation going in these circumstances? Why? I NEED TO SHARE THE QUESTIONS ON THE CHAT.

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

After eliciting one answer from the Lead-in, I ask students to go to the form: https://forms.gle/tghZFk2g9MDfLkC3A. I share and elicit instructions (YOU WILL HAVE 30 SECONDS TO ANSWER IN SIMPLE WORDS QUESTIONS 1-2. THEN I PLAY THE CLIP, AND YOU ANSWER 3-4. YOU HAVE TO WRITE DONE WHEN FINISH. DO NOT FORGET TO RECORD YOUR ANSWERS) and I ask them to work individually. I ask them to share in zoom chat answers and in that way I also do OCFB

Highlighting (4-6 minutes) • To draw students' attention to the target language

I tell we will hear in more detailed this second form, and that they have to first select from memory the answers (I share the form https://forms.gle/GVNpopJpQfKrBJvQ9). Then we listen to the audio, and they share in pairs their answers (zoom chat). They must tell when they finish.

Clarification (4-5 minutes) • To clarify the meaning, form and pronunciation of the target language

After eliciting answers I ask and remark emphasis linking it from the last two questions: What is the intention of the speakers in the conversation? MEANING and APPROPRIACY: Then I share the slide and ask: What is the ATTITUDE of the speakers? (One is outspoken and the other tentative) Which of the speakers was outspoken, and which tentative? ( Sean/ Fiona) I then relate by saying: Check the following examples. Did you notice that the following phrases worked in that way? (Yes) Do you think the phrases and sentences are formal, informal, or neutral? (formal/ neutral) So, How do we START A CONVERSATION, or the opposite? (by being forthright, and to kill it tentative) FORM: And now look at the proposed structures. Do you think is correct? (yes) PRONUNCIATION: And How does Sean sound? (polite) How do you know? Intonation What does intonation tell a listener? (How a person feels). I then tell: when we want to sound polite and friendly, we use high intonation and a wide range of intonations, asking then, how does Fiona sound? (more direct, not impolite, but more direct, letting listener know she does not want to talk)

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

I share the new form for students, I elicit instructions (You will have to say if the ideas start a conversation, or they kill it) and ask them to complete individually. I ask them to let know when they are over

Peer-feedback (and open class) (3-4 minutes) • Have Students check progress and then, confirm in OCFB

I ask students to check questions among themselves in the chatbox and with that, I also do an OCFB (I also play the audio, and ask them that based on the intonation, realize the answer)

Free Practice (10-11 minutes) • To provide students with free practice of the target language

I now ask them to roleplay the following situations that can be found on the following link: https://www.flippity.net/ra.asp?k=19WStSwQjOtSPliv1F5T625jcnzUHuNr4Qnsn9XYAnls. I elicit instructions and explicitly state the focus is either to start, or end conversation, checking the instructions (I elicit one situation)

Peer-feedback (and open class) (DEC) (3-4 minutes) • Have Students check progress and then, confirm in OCFB

I check one conversation from the class, and at the same time, write the mistakes I hear, so as to do DEC

Web site designed by: Nikue