TP6 Silvia Vargas
To provide practice of language used for functional language in the context of responding sympathetically
To provide an opportunity to practice taking turns during a conversation
To provide fluency speaking practice in a role-play in the context of responding sympathetically
Procedure (34-45 minutes)
The teacher will present the following two questions on the board: - Who do you talk to when you have a problem? - What do you expect from the person you talk to? The teacher will give 1 minute to write down a few ideas / points. The students will share their ideas for 2 minutes in breakout rooms. The teacher will ask the students to share their ideas with the whole class for 2 minutes.
Step 1: Learners listen to an audio file where they will listen to the TL that will be used later in the speaking task. (3 min 15 sec) They will be given two questions to answer: 1. What is the person's problem? 2. Is the listener very sympathetic, reasonably sympathetic or not very sympathetic? NOTE: The teacher will clarify the meaning of sympathetic. Step 2: peer check, students compare their answers in breakout rooms. (3 min) Step 3: Teacher shares answers with Ss so that they can check if their answers are correct (2 min)
The teacher presents the functional language to the class and covers M, F, P and A. The teacher will draw attention to the TL with eliciting and guided discovery. The teacher will use CCQs.
The students complete a short activity in Google Forms. They read 6 statements and select the most appropriate response for each situation. The teacher presents the answers so that they can check if their answers are correct.
Stage 1: The teacher explains the task: Work with a partner in a breakout room. Create a conversation similar to the ones you listened to. You may wish to create your own, OR you can choose from the following possibilities. You have 4 minutes to create and practice the role-play. Stage 2: all learners get together, and some present the role-play to the class.
The teacher conducts OCFB after the role-play tasks. The teacher writes on the slide examples of mistakes and asks students to make corrections in pairs.