Speaking - making and responding to suggestions
By the end of the lesson, learners will have practised speaking for fluency in a dialogue where they make and respond to suggestions in the context of food
By the end of the lesson, learners will have discovered the MAFP of functional language used for making and responding to suggestions in the context of food
Procedure (38-45 minutes)
- T welcomes the class - T sets the task (1 min): What’s your favourite food? Discuss in pairs for 2 minutes. - Learners discuss in pairs in breakout rooms (2 mins). - T conducts OCFB (1 min).
- T gives instructions and demos the task (1 min): Now think. What kinds of restaurants are there in your city? For example, what restaurant is this? (points at a picture of a Chinese restaurant) (Chinese restaurant.) 3 minutes in pairs. - Learners brainstorm in pairs in breakout rooms (3 mins). - T conducts OCFB, elicits and organises contributions on the slide (2 mins).
- T gives instructions and demos the task (1 min): Now put the phases in the correct column. Just like this (DEMO). 2 minutes, together. - Learners work together in Jamboard (2 mins). - T shows the correct organisation on the slide and asks CCQs for meaning and appropriacy (1 min): When I make a suggestion, do I give the person a choice? (Yes.) When I reject a suggestion, do I say why? (Yes.) When I say ‘instead’, do I give an alternative suggestion? (Yes.) Is this a polite way to say no? (Yes.) - T elicits form from learners and asks FCQs (1 min): What is this (Chinese restaurant, Italian place)? (My suggestion for a restaurant.) Is this the food I want (Chinese food, Italian food)? (No.) Is this the reason why I don’t want to go (the service was bad)? (Yes.) What is this (go to …, order a takeaway)? (My second suggestion.) Can I say ‘There’s a nice Italian food near my house’? (No, it should be ‘Italian restaurant/place’.) Can I say ‘Why don’t we instead go to the new Thai place’? (No, it should be ‘Why don’t we go to the new Thai place instead’.) - T guides learners to sentence stress, linking and intonation (1 min): Where's the stress? What's my intonation? - T conducts choral and individual drilling (1 min)
- T gives instructions and demos the task (1 min): Think of three restaurants that you like in your city. What’s good/bad about them? Make a list, for example, good = food, bad = service. 3 minutes, individually. - Learners work individually in their notebooks (3 mins). - T sets speaking task (1 min): Suggest these restaurants to your partner. You can use the following questions to start the conversation: Are you hungry? Do you want to get something to eat? Do you feel like going somewhere to eat? Reject at least one of your partner’s ideas and say why. - T nominates a learner and demos the task: For example, René, ask this question: Are you hungry? (Yes, I'm starving.) Do you want to get something to eat? (Yes, I'd love to.) There's a nice ... restaurant in my neighbourhood. How about that? (Mmm I don't know. I don't really feel like ... food.) Why don't we go to the ... place instead? (Sure, let's go.) Okay, 12 minutes. - T monitors each pair and makes note of common errors for DEC. - If learners finish earlier, they may switch pairs.
- T conducts OCFB on the speaking task (2 mins): Okay, where did you decide to go? Why?
- T highlights good use of language and elicits from the learners (1 mins). - For not so good use of language, T nominates different learners to identify and correct the errors. T writes the correct versions and elicits explanation from the learners (2 mins). - T provides further clarification and refers to previous slides, if necessary (1 mins). - T closes the class.