Theodora Stankova Theodora Stankova

Functional language for likes and dislikes
Upper Intermediate level

Materials

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Main Aims

  • To provide clarification and practice of language used for expressing likes and dislikes in the context of books

Subsidiary Aims

  • To provide fluency speaking practice in a dialogue about likes and dislikes in the context of books
  • To provide gist listening practice using a text about likes and dislikes in the context of books

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

- T welcomes the class and briefly introduces the topic (1 min) - T shows three pictures (thumbs up and thumbs down, books, waiting area in an airport) and asks learners to guess today's topic (1 min). - If necessary, T elicits answers (1 min).

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

- T gives instructions and demos the task (1 min): Now we’re going to listen to a brief conversation between three friends. Amy is looking for recommendations on a book to read during her flight, and Beth and Carl are giving her some suggestions. Please copy the table in your notebooks. Ready? While you’re listening, mark ✓ if they liked it, X if they didn’t like it and - if they haven’t read it (for each of the books). You have 3 minutes for this task, individually. NOTE that we will only hear the conversation once. - T nominates different learners and asks ICQs: Will you listen to the text or read it? (Listen.) Do you have to write why they liked it or not? (No, just mark ✓ if they liked it, X if they didn’t like it and - if they haven’t read it.) - T plays the audio. - Learners work individually in their notebooks (3 mins). - Learners work in pairs in breakout rooms and compare their answers (2 mins). - T conducts OCFB and confirms answers on slide (1 min).

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

- T gives instructions and demos the task (1 min): Now let’s look at some phrases from the conversation that we just heard. You have to arrange them on the like/dislike scale. (DEMO) You can take a screenshot because you will no longer see the screen when you go into the breakout rooms. Ready? You will work in trios for 2 mins. - Learners work in trios in breakout rooms while T monitors (2 mins). - T conducts OCFB, elicits answers from learners and shows the correct order on the slide (1 min) - T elicits from learners and clarifies the use of the phrases (1 min): Do you think you can intensify the meaning of some of these phrases? Yes, by adding or changing some of the words, for example: ‘The thing I REALLY like about it’, ‘The thing I LOVE about’, ‘I’m a HUGE fan of …” or ‘I REALLY can’t stand ...’. Now which of these do you think are LESS FORMAL, like when you’re talking to a friend? ‘I’m a big fan of’, ‘I can’t stand’, ‘I’m not really into’, ‘I don’t really like … that much’. - T uses CCQs to check understanding (1 min): Meaning: Are these phrases used to talk about what we like or dislike or about whether we agree or disagree? (About what we like or dislike.) Do they all have the same intensity? (No, some are stronger than others.) Appropriacy: What is the context of the audio? (A conversation among friends.) Can we use this language with our friends? (Yes.) And with our manager? (Some of it, e.g. ‘What I liked (best) about …’ and ‘The thing I like about …’.) - T shows new slide and elicits form analysis from students (1 min): Now let’s look at two sentences from the conversation: What I liked (best) about it was the main character. The thing I like about it is the way it builds the whole story. What is ‘it’? (A pronoun.) What else can we use there? (A noun.) How about ‘the main character’? (A noun phrase.) And ‘the way it builds the whole story’? (A noun phrase, too.) So we can say that these phrase very often go with nouns or noun phrases. - T shows new slide and continues to elicit form analysis from students (1 min): Now let’s look at the verbs. Which tense is ‘liked’? (Past simple.) And ‘was’? (Past simple, too.) And which tense is ‘love’? (Present simple.) And ‘is’? (Present simple, too.) One important rule is that if you start the phrase with a verb in past tense you have to continue in past tense. like/love + is/are liked/loved + was/were If time allows it: Ok, when do we use ‘is/was’? (When the following noun is singular.) And when do we use ‘are/were’? (When the following noun is plural.) So for example, if I say ‘main characterS’ (plural) here, what would the phrase look like? (What I liked (best) about it WERE the main characters.) - T shows new slide and continues with the other phrases (1 min): I’m a big fan of sci-fi novels. I don’t like sci-fi that much. / I’m not really into sci-fi. I can’t stand books that sort of preach at you. How about these three: ‘sci-fi novels’, ‘sci-fi’, ‘books that sort of preach at you’? What are they? (Nouns and noun phrases.) And if I want to use a verb with ‘I don’t like … that much’, say ‘read’, what would I say? (I don’t really like READING sci-fi novels that much.) How about with ‘I can’t stand’? (I can’t stand READING books that sort of preach at you.) - T shows new slide and asks FCQs to summarise: What type of words do we use to complete these chunks? (Nouns or noun phrases, pronouns.) Can we also use verbs? (Yes.) In infinitive or in ing-form? (In ing-form.) - T shows new slide and moves on to pronunciation. - T models the pronunciation of the sentences and elicits sentence stress (1 min): Now I’ll read these phrases and you will tell me which words sound most prominent. - T clarifies that we usually stress content words, e.g. the verb that expresses our likes or dislikes, the negatives, as well as what we like or dislike, as they convey the most important ideas. - T conducts individual and choral drilling to confirm correct pronunciation.

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

- T gives instructions and demos the task (1 min): Now we’re going to practise the phrases that we just learned. You have to paraphrase the sentences using the prompts in the brackets. The first one has been done (READ example). You will work individually for 4 mins. What do you have to do in this task? (Paraphrase the sentences.) Do you have to use the phrases from today’s lesson? (Yes.) How do you choose which phrase to use? (Based on the prompts in brackets.) - T shares link to the task. - Learners work individually in Google Forms (4 mins). - Learners compare answers in pairs (2 mins). - T conducts OCFB asking them if there were any differences (1 min).

Free Practice (8-10 minutes) • To provide students with free practice of the target language

- T gives instructions and demos the task (1 min): Now let’s practise some more! I'll put you in the breakout rooms in pairs and you'll have to tell your partner about one thing that you like and one thing that you don’t like (a book, a movie, a band, etc.). Try to use the new phrases that you learned today. For example: I’m a big fan of Spike Lee. What I like best about his movies are the characters. I’m not really into Mexican food. I don’t like spicy food that much. You will work in pairs for 6 mins. - Learners work in pairs in breakout rooms (6 mins). - T monitors each pair and makes note of common errors for DEC. - Learners may switch pairs if they finish earlier. - T conducts OCFB and asks learners to share if they had things in common (2 mins).

Feedback / DEC (2-3 minutes) • To provide feedback on the tasks and on the TL

- During the freer practice, T writes some samples of learners’ production on the slide. - T nominates different learners to identify and correct errors (1 min). - T writes the correct versions and elicits explanation from the learners (1 min). - T closes the class.

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