Basel Basel

TP 8
upper-intermediate level

Description

In this lesson, the students are going to practice speaking in the context of matchmaking. the class starts with students making up a story based on five pictures of a couple. then they are going to analyze and talk about a video about matchmaking. then they are going to role play matchmakers and convince each others to marry a certain person. the lesson ends with students answering a couple of questions about matchmaking.

Materials

Abc students book
Abc PowerPoint presentation
Abc headway
Abc audio reciord

Main Aims

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

Subsidiary Aims

  • To provide gist listening practice using a text about matchmaker in the context of matchmaking

Procedure

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

1. T. projects five pictures( SB p 76), and students make up a story based on them. 2. T. comments on the story.

Exposure (4-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

1. Ss. watch a video about matchmaking and then answer a question. what was the matchmaker looking for in the girls he was meeting?

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

1. Ss. listen to an audio (7. 10) of matchmakers talking, then analyze the language with T. 2. T. comments on their answers. 3. Ss. answer "what do you think?" question 2, p, 76. 4. Ss. share answer with T.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

1. Ss. are divided into two groups. each person from group A has to role play matchmaker and convince someone from group B to marry a certain person. 2. then they exchange roles and someone from group B has to convince someone from group A to marry a certain person. 3. Ss. discuss in pairs about the traits they are looking for in their future husband or boyfriend. 4. Ss. report back to the teacher if their mission was success or fail.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

1.T. comments on some sentences students used during the previous stages. 2. Ss. comment on their sentences. 3. in case there is still some time, T. discusses "what do you think?" question 4.

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