Sarai Medina Sarai Medina

TP4
Pre-Intermediate level

Description

In this lesson students will practice functional language for offering and accepting help. The lesson starts with with a question for students to discuss. This is followed by an audio where students gist for TL. Next there is some controlled practice through a puzzle activity. Finally, learners will create a dialogue and role play for fluency using TL. TL: Would you like?/ May I offer you?/ Can I get you?/ Do you want?/ Yes, if you don’t mind./ Yes, please./ Sure, thank you./ Thanks!

Materials

Abc Track 10 transcript
Abc Exercise 6
Abc Audio Track 10

Main Aims

  • By the end of the lesson, learners will have practiced language used for offering and accepting help in the context of shopping situations

Subsidiary Aims

  • Learners will also be able to practice their listening for gist skills using an audio about offering and accepting help in the context of shopping situations

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

- T writes question on the board. When was the last time you needed help in a store? What did you need help with? - Think about these questions. Share your answers with a partner. - Learners share their answers in pairs. - T conducts OCFB

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

- Instructions: You will now listen to people in need of help at a store. - T shares screen and reads instructions. - Instructions: Match the phrases to the corresponding conversations. - T demos the task. (Demo first 16 sec) - ICQ's: Will you hear the number of the conversation in the audio? (Yes) - T shares link to jamboard activity & plays the audio. (Only play until 1:24) - Learners listen and answer individually. (on Jamboard). They compare answers in pairs when they are done. - T conducts OCFB

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

- Instructions: You will now look at phrases from the audio a bit more closely for better understanding. - T shares screen and reads instructions. - Instructions: Put the phrases in the correct category. - T demos the task. - ICQ's: Do you need move all the phrases to a category? (Yes.) Can the complementary phrases go anywhere? (yes) - T shares link to jamboard activity. - Learners answer in pairs. (on Jamboard). - T conducts OCFB and covers MPFA Example: - Would you like + (infinitive) +(determiner/some/any) +noun? Would you like some help?= wəd jʊ laɪk səm hɛlp? CCQs: Are we requesting help? (Yes) Can we use any verb? (No) Do we use the same intonation? (No) Is this formal? (Yes) What happens at the end of the question when we say it? Does the intonation go up or down? (Up)

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

- Instructions: Let's try it. - T shares screen and reads instructions. - Instructions: Put the phrases in the correct order. - T demos the task. - ICQ's: Should you read the whole conversation first? (Yes) - T shares link to google forms activity. - Learners answer individually then compare answers in pairs when they are done. - T conducts OCFB

Free Practice (12-14 minutes) • To provide students with free practice of the target language

- Instructions: Let's practice the language! - T shares screen and reads instructions. - Instructions: Read the situation described. Create a short dialogue to using the language to offer and accept help. - T demos the task. - ICQ's: Should your dialogue short? (Yes) Should your dialogue include today's phrases? (Yes) - T shares link to google forms activity. - Learners work in pairs then practice the dialogue switching places.

Feedback (2-3 minutes) • To provide learners with feedback on the completion of the task and language

- T presents samples of language collected in the Freer Practice stage. - Learners identify correct uses of language and help correct erroneous uses of it. - T conducts DEC

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