margaret gleeson margaret gleeson

TP5
Upper -intermediate level

Materials

Abc Power point slides
Abc English File_ Pre-intermediate_ Student’s Book. Third Edition.By Cristina Latham

Main Aims

  • To introduce and provide practice of speaking for fluency in the context of inviting, accepting and refusing

Subsidiary Aims

  • To help students how to use functional language fluently. To provide control practice of the Functional language

Procedure

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

T- presents SLIDE 1 with the image of an airplane in which the question is formulated: You won a ticket only to visit a very special person… "Who would you visit"? The T- asks the S who they would visit and why and ask them to write in the chatbox their answer.. OCFB at (2 min).

Exposure (3 minutes) • To provide context for the target language through a text or situation

T - presents a SLIDE 2 with the image of a young woman talking on the phone while thinking about the person she is on the other end of the line: T = will ask the students what they think is happening in the image. And ask them to take a Screen shot of the image and in BOR in 2 minutes they determine what they think is happening. The S return from the BOR and only some give their conclusion in (1 minute)

Highlighting (6 minutes) • To draw students' attention to the target language

Context Preparation: T- presents the SLIDE 3 in which a conversation between Lily and Ben appears on Facebook where Lily contacts Ben and tells him that she is going to Budapest soon for a conference and that she would like to visit him. T- shares a link in which appears the Facebook conversation between Lily with the question about the idea of said conversation. T- asks the students to read the conversation in 1 minute and decide what the main idea of this conversation is. And write it down on the CHATBOX.

Clarification (6 minutes) • To clarify the meaning, form and pronunciation of the target language

Language Preparation: T - shows SLIDE 4 with the exmple of the excercise that students will do with the link T- shares a link for students to carry out an exercise in which they must identify the functional language expressions of rejecting and offering and doing invitations. T- gives the students the instructions to select the type of functional language of the expressions that appeared in the conversation of Lily and Ben about Invitation / acceptance / rejection OCFB (1 MIN). T- presents SLIDE 5 (explaining:FORM + PRONUNCIATION / APPROPRIACY) Grammar Present continuous (future arrangements) p.169 T- will explain the expressions of Functional Language that were exposed in the conversation between Lily and Bob. What are they of: ACCEPTANCE / INVITATION AND REJECTION T- will ask you what type of APPROPIACY are handled in those expressions = Formal T- will ask ICQ students: if in the Facebook conversation they read “Bob and Lily are making plans for the future? = Yes… Has Lily decided to travel to Budapest in the Future? = Yes FORM: T- will explain that to carry out PLANS FOR THE FUTURE in addition to handling verbs in the future simple, the Present continuous and the expression GOING TO can be used. And explain with examples these grammatical forms T- will expose an example in which the students must correct because it is found with errors PRONUNCIATION and INTONATION: T- will explain how the different intonation of the sentence that includes the “GOING TO” changes the meaning of the sentence. T- will ask the students to repeat 2 different intonations on the same sentence to change the meaning.

Controlled Practice (20 minutes) • To concept check and prepare students for more meaningful practice

Speaking Activity: T- shows SLIDE 6 the slide where the Saturday agenda appears and asks the students to plan and write on their notebooks 3 activities that they would like to do that day. T- will give you some sample questions that Ss can use in their dialogues with your partners. T- divides the group into pairs, L and B .... The idea is in pairs to decide what activity they can do with their best friend (who they haven't seen for a long time) Ss have to determine the place, time and what activity they will do. T- will handle the pairs in BOR and finish for each pair representative to say in OCFB what they decided to do.

Free Practice (5 minutes) • To provide students with free practice of the target language

T- will ask the S to answer the following question in pairs: ¿DO YOU THINK ITS IMPORTANT TO SHARE TIME AND ACTIVITIES WITH FRIENDS AT LEAST ONCE A WEEK? WHY? T- divide the students into groups and give them 4 minutes to share their opinions. In BOR. At the end, a comparison of the response between the groups is carried out in OCFB.

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