Jeff Schueler Jeff Schueler

TP4 Demo 24 July 2020
NCE Pre Intermediate level

Materials

Main Aims

  • To enable the students to practice functional language related to comparing ideas, agreeing and disagreeing.

Subsidiary Aims

  • To enable students to practice their fluency speaking skills by exchanging opinions, comparing ideas and agreeing or disagreeing.
  • To enable students to develop their listening for detail skills by listening to young people talk about their future plans.

Procedure

Warmer/Lead-in (4-4 minutes) • To set lesson context and engage students

Introduce the topic and main aim. Listening and speaking within a context of careers - choosing the right job. Display the first frame in the whiteboard and have Ss take a look at the photos of the four young people. Show them the young people's names, ages and home country and prepare them for the listening portion of the lesson. Ensure that Ss are prepared to listen for gist by familiarizing them with the topic of finding the perfect job. Two minute time limit for introduction and two minutes for open class discussion.

Listening for Gist (4-8 minutes) • To enable students to develop their listening for specific details skills

In this lesson, Ss practice listening for gist and specific information in the context of choosing the perfect job. I will instruct them to listen to audio file 3.5 and to pay attention for specific details on the people's interests. In the exercise the Ss will decide what activities are associated with each speaker and explain why afterward in OCFB. Listening is a receptive skill which helps students learn more vocabulary and improve their pronunciation. Monitor carefully to order to assess whether the students are having difficulties with the language and what specific corrections/errors will need to be addressed later. This will be followed by the Ss discussing their findings in OCFB.

Open Class Feedback (4-4 minutes) • To allow students time to check their answers as a group and to identify issues with vocabulary and grammar.

When students return from their group discussions, nominate a student to begin the conversation by asking "after listening to them speak, what do you think the people's interests are based on what they had to say?" Give Ss an opportunity to explain their answers and contribute. 4 minute time limit.

Controlled Practice (4-8 minutes) • To allow students an opportunity to discuss their opinions together using vocabulary from the listening exercise.

In this exercise, the Ss will work in pairs asking their partners for their opinion on the dialogue to choose a good job for the young people. Give instructions, ask Ss if the instructions are clear by using an ICQ and send them off to breakout rooms for four minutes. Monitor the conversations and offer help if necessary. Ss will use functional language for agreeing and disagreeing and practice the skills with each other. 4 minute time limit.

Open Class Feedback (4-4 minutes) • To allow students an opportunity to discuss their opinions as a group using vocabulary from the listening exercise.

After the group discussions, the class with practice speaking by deciding which job is best suited to each of the four people. Encourage them to use the interests that they identified in the dialogue in making their decisions. The goal is for the Ss to gain some confidence if given the chance to use the new language in a group discussion. After feedback, play the final short audio file and ask students how close their predictions were. 4 minute time limit.

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

Advance to MFP slide and introduce the lesson by displaying the target language transcribed from the audio files. Verify that the Ss understand the target language by going over the meaning, function and form of select phrases and words. Correct errors by eliciting the answers and having the class repeat the language chorally and individually. Ensure that Ss understand all target language before advancing to the final stage. 6 minute time limit. 


Free Practice / DEC (4-6 minutes) • To provide students with an opportunity to practice the task language and expand on what they've learned.

Share screen and display the final slide in the deck. Introduce the freer practice task exercise by asking students to think of their perfect job and why. Encourage Ss to practice the grammar that they learned in the lesson by referring back to key words and phrases, such as "the usual" and "millionaire". Encourage Ss to participate by asking questions such as "why do you think you would be a good actress, nurse, etc. DEC: Conduct delayed error correction immediately after free practice using errors uncovered during the previous phases. Ensure that students leave the lesson with their questions answered and prepared for the next lesson.

Web site designed by: Nikue