Nooshin Aslani Nooshin Aslani

Speaking ( Echo questions)
upper intermediate (B 2) level

Description

In this lesson,students learn about echo questions through listening and speaking activity in pairs.The lesson starts with a discussion about Isabel (She’s excited because she’s won a prize) and Rick,I will play the recording and get students to follow in their books. I will put students in pairs to discuss the questions and check the answers.This is followed by listening about Isabel and Rick.They will match the new (in audio) words to definitions.Then they will listen to Isabel's and Rick's conversation and I will let students compare their wording then they'll check the answers through answer key by themselves. Furthermore, students practice the conversation in their pairs. I will encourage them to act out being excited by using a wide range of intonation and exaggerated stress on key words. Also I will encourage them to raise the tone of their voices high at the end of the echo questions to indicate surprise. I will Play the recording so they can compare their responses with the ones given. Play it again and drill chorally. Then teacher uses role play in the class .

Materials

Main Aims

  • In the main aim students will be able to make echo questions for the statements. They will be able to raise the tone of their voices high at the end of the echo questions to indicate surprise.They will act out being excited by using a wide range of intonation and exaggerated stress on key words. They will understand in echo questions that, He does know the answer, but this type of question is used when the speaker wants to check they have understood correctly or when they want to express surprise or even shock.

Subsidiary Aims

  • They will be able to understand listening part completely and discuss about it,

Procedure

Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

-T shows a picture to SS, and asks to think about this picture, and express their ideas -T asks 4 specific questions and writes them on the board about an exciting phone call that they've ever had - T asks them to talk about those questions in pairs then as a whole class

Exposure (7-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

-T focuses on the photos and identifies Isabel and Rick. -T plays the recording and gets students to follow in their books. -T puts students in pairs to discuss the questions. -T checks the answers through answer key -T elicits one or two of Isabel’s lines as examples. puts students in pairs to complete her lines. - T encourages them to use modal verbs and expressions from the lesson where appropriate and monitors and helps as necessary

Useful Language (6-7 minutes) • To highlight and clarify useful language for coming productive tasks

-T plays the recording of the conversation and lets students compare their wording. -T checks the phrasal verb and words with SS, through eliciting, telling story and matching the definitions. -T elicits the part which tells specific information from SS - SS talk about it in pairs then as a whole class

Productive Task(s) (10-11 minutes) • To provide an opportunity to practice target productive skills

-T shows echo questions to SS (They are statements with rising intonation at the end) via power point, and asks them to take a look at it by themselves. -T puts students in pairs to take turns making echo questions for the statements. -T encourages them to raise the tone of their voices high at the end of the echo questions to indicate surprise. -T monitors carefully and notes any errors. -T encourages them to raise the tone of their voices high at the end of the echo questions to indicate surprise again.

Feedback and Error Correction (15-16 minutes) • To provide feedback on students' production and use of language

- T plays the recording so they can compare their responses with the ones given - T plays it again and drill chorally - T monitors carefully and notes any errors for giving feedback to SS - T encourages them to raise the tone of their voices high at the end of the echo questions to indicate surprise again and again. - T plays it again and drill chorally - T uses role play in the class

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