Lower intermediate level
To provide fluency speaking practice using compliments in the context of purchasing items
To provide of language used for compliments in the context of purchasing items
Procedure (34-45 minutes)
I will introduce myself to the students and greet them as this is my first session. I will do this through the use of a google slide. I will then present another slide with two questions, what have you bought recently? and where did you buy it? I will put the students into breakout rooms to discuss this.
I will present a google slide with words mixed up and ask the students to put the words in the right order. I will then send the students into breakout rooms to discuss their answers. I will then bring the students for their OCFB.
I will try and allow the students to discover language. I aim to do this by showing the students a slide with a incomplete sentence showing the meaning of compliment and will ask the students to fill in the missing gap. I will show the students another slide and ask them to choose which phrases are compliments. I will ask the following CCQ's: Are compliments positive or negative? Do compliments make people sad? If some one buys something do you have to compliment them? I will then show the students a google slide of the form explaining that fixed phrases do not change. I will then go through a slide of pronunciation of some phrases drilling chorally and individually.
I will show the students a slide of two people having a conversations about their purchases and complimenting one another. I will ask the students to do the same taking turns to play both roles within breakout rooms for ten minutes in pairs. I will then switch students around so that they are in new pairs and will have a chance to practice speaking about the topic with other peers for the remaining ten minutes.
After bringing the students back from breakout rooms. I will share the answers with the students e.g Sarah has bought... and Daniel complimented her with... I will then share the online whiteboard to highlight any mistakes that I heard whilst monitoring the students and the correct way of making the statements. I may ask the students what is wrong with the sentence to give them a sense of involvement.