Jessica Jessica

TP 8 Speaking 10272020
Pre-Intermediate level


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Main Aims

  • To provide gist, specific information and inference listening practice using a text about making appointments in the context of an embarrassing accident

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of making an appointment


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

1. Ask Ss to answer the question by typing in the Zoom chat box. - Q: When do you make an appointment? -- A: Illness, hair, dentist, work/school meeting,

Pre-Reading/Listening (9-10 minutes) • To prepare students for the text and make it accessible 1. Ask a S to drag and answer the questions: - Q: What is the meaning of “swelling,” S? -- A: Inflammation. - Q: What is the meaning of "nature,” S? -- A: Essential characteristics - Q: What is the meaning of "case" ("Well, in that case..."), S? -- A: State of things - Q: What is the meaning of "case" ("I don't think your case..."), S? -- A: Specific situation 2. Ask a S to choose: - Q: What part of speech is each underlined word, S? -- A: Noun ("swelling" is a gerund) * Note to Ss that "in that case" is an idiom.* 3. Ask a S to drag and practice pronunciation (emphasize linking): - “...the swelling in my ankle hasn’t gone down yet.” S? -- ...ðə ˈswɛlɪŋɪnmaɪ ˈæŋkəl ˈhæzəngɔndaʊn jɛt. - “And what’s the nature of your visit?” S? -- ənwʌtsðə ˈneɪʧər əvjər ˈvɪzɪt? - “Well, in that case, Thursday would be fine.” S? -- wɛl, ɪnðætkeɪs, ˈθɜrzˌdeɪdbi faɪn. - “ I don’t think your case can wait.” S? -- aɪdoʊnθɪŋk jərkeɪs kənweɪt. * Choral/individual drill when necessary

While-Reading/Listening #1 (3-4 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

1. Ask Ss to listen to the dialogue (2 min) and give the it a title 2. Ss type their titles in the Zoom chat box 3. OCFB

While-Reading/Listening #2 (9-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

1. Ask Ss to listen for specific information and detail while completing the Google Form. Specific information: - Q: What is the doctor’s name, S? -- A: Dr. Carter. - Q: When is Ronald's appointment, S? -- A: Monday. - Q: Where did Ronald’s foot land, S? -- A: Paint. Detail: True/False - Q: Ronald Schuller is a new patient for Dr. Carter. -- A: True - Q: Ronald is a dad. -- A: True - Q: Ronald can walk, run, and jump easily. -- A: False - Q: The paint dried around Ronald’s foot. -- A: True 2. Learners check their answers in BOR. 3. Teacher monitors. 4. OCFB: T asks, "How do you know true/false? What is your evidence from the audio?" * T shows sections of script (or full script if necessary)

Post-Reading/Listening (7-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1. Tell Ss they will do a role-play in BOR. 2. Demo the task with Jorge: - Receptionist (Student 1): Good morning, Dr. Carter’s office. This is ___ speaking. How can I help you? - Patient (Student 2): Good morning. My name is ___. I’d like to make an appointment with Dr. Carter. - Receptionist: Okay, let me check his calendar…. He’s available tomorrow at 1 PM. Does that work for you? - Patient: I’m sorry. I’m not free tomorrow. - Receptionist: How about Thursday at 10 AM? - Patient: Yes, I can see him this Thursday at 10. - Receptionist: Great! Please, try to come 30 minutes early. You will need to fill and sign some forms. - Patient: Got it. Thank you very much. Goodbye! Receptionist: You’re welcome. Goodbye! 3. Ask ICQs: - Will you read the script the teacher’s read, S? No. - Will you make your own dialogue, S? Yes. - Will you switch roles if there is extra time, S? Yes. 4. Teacher monitors. 5. OCFB.

Delayed Error Correction (4-5 minutes) • To provide students with corrections related to the Post-Reading/Listening stage

1. T identifies 3 items in need of correction (noted during the lesson/post-task) 2. T elicits Ss to self-correct

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