Bruno Godínez Bruno Godínez

TP 6: DECIDING WHAT TO DO
Elementary level

Description

In this lesson, the SS will learn and practice vocabulary related to asking and saying what to do.

Materials

Abc PPT: Deciding what to do.

Main Aims

  • To provide clarification and practice of functional language used for deciding what to do.

Subsidiary Aims

  • To develop the SS reading for detail sub skills.
  • To develop the SS' listening for gist sub skills.

Procedure

Warmer/Lead-in (3-0 minutes) • To set lesson context and engage students

For the lead in I'll personalize the topic by asking the question: If the pandemic finishes tonight, what would you like to do tomorrow? I'll give the Ss some time to come up with an answer and then nominate them one by one, so everyone can participate, asking them to start they answer with "I'd like to...". As they tell their answers, I'll write them in correct form and then grouping them as: "decisions we make to say what we want to do." Script: -"If the pandemic finishes tonight, what would you like to do tomorrow?" -"All of these, are good examples of decisions we make to say what we want to do." - "Today we will learn how to ask and say what we want to do".

Exposure (15-0 minutes) • To provide a model of the task and highlight useful words and phrases

MINI MFP: Before the first task I'll perform a quick MFP on the word "rather" just to make sure they're familiar with it. There's no other relevant or difficult word used in the TL or the text thats need to be covered. This Mini MFP should take 2 minutes. To cover MFP I'll show the picture in slide #2 and using the example: -Do you want to be rich? -No, I'd rather buy a house. Then use CCQ's to clarify meaning. I wont go any deeper because the word is included in the TL. EXPOSURE TASKS: For this part, I'll play and audio about a family deciding what to do on Saturday. They audio will be played only once and the SS will be asked to identify if the family reached and agreement or not about what to do on Saturday. While the audio is playing, the SS will be assigned a partner and asked to compare their answer via private message in the chat box. Once peer checking is done, I'll ask the students to tell me their answers to check if they understood the audio or not. This part is intended to last 5 minutes in total. For the second task of this stage, the SS will read the tape script of the audio they just listened. They will be set in pairs or trios, depending on the number of students, and asked to identify examples of asking and saying what you want to do. They will be shown the example in slide 4. Each group will be assigned a small bit of the text to be more time effective. They must start reading the assigned bit while the T arranges BOR. The students will be given 5 minutes to complete this task. Once the time is up, I'll bring the SS back to the main room in order to perform OCFB. SCRIPT: MINI MFP "Do you know this word here?" "I'll give you an example: If you ask me -Do you want to be rich? II would say, -No, I'd rather buy a house." "This means that you prefer something different to the option you have." "So if (SS NAME) says -I'd rather watch a horror movie: which of the options are we watching? TASK 1 "Now, Listen to the family deciding what to do on Saturday and try to identify if they agreed on something or not." "Before you say something, check with your partner (shown in the screen) via private message in the chat box if he or she thinks the same." "So, did the family reached and agreement? Yes" TASK 2: "Now , I'm going to send you to Break out rooms with your partner and you have to read the dialogue you just heard. Yo have to find examples of asking and saying what you want to do, as shown in this example (see example in slide 4)." "Pair 1, you have to read bit A, Pair 2, you have to read bit B, Pair 3, you have to read bit C and Pair 4, you have to read bit D". "Do you need to read all the text? NO" "What do you need to identify? questions, answers o both?" "(SS NAME) what examples did you find in your text?"

Language Analysis (10-0 minutes) • To clarify the meaning, form and pronunciation of the task language

The language analysis will be performed as guided discovery. First, to check SS understanding of meaning: SS will be asked to place each of the sentences in slide 6 in the correct column and pair them up with the correct complement as shown in the example. 4 minutes To cover form: SS will be asked to look at the examples and try to identify the words that complement each rule. I'll elicit their answers to fill out the forms and examples. 4 minutes To cover pronunciation: I'll show the phonetic transcription elicit pronunciation, sentence stresses and linkages, then I'll model and drill. 2 minutes SCRIPT: MEANING "You have to read each sentence and place them in the right column as this example: is it asking people what they want to do? or is it saying what you want to do?" "You have 2 minutes to complete this." FORM "Look at the sentences again, After what we use the infinitive without to? After what and what we use the to infinitive?" "Can you help me complete these?" PRONUNCIATION "How do we pronounce this? Where are the sentences stresses? Are there any linking sounds?"

Language Practice (16-0 minutes) • To provide students with practice of the task language

Controlled practice: The students will be given 3 minutes to complete the multiple choice task on google forms. I'll provide them the link to complete the task. Once, the 3 minutes are done we will answers the task as a whole group. The freer practice will be done in pairs and the SS will be sent to BOR to talk with each other and decide what to do for your day out using the provided topics. SS will be given 5 minutes to do this. While the SS are talking I'll monitor the BORs and choose some contente related errors to perform OCFB and DEC. SCRIPT: "You're going to open the link in the chat box and choose the correct answers for each sections. You have 3 minutes to complete this." "Now, I'll sent you to BOR with another partner and I want you to decide what to do for your day out. Talk about the things below: where to go, when to go and what you can do there." "Which are the thing you need to talk about? (the 3 below) Do you need to write? (No, just talk)."

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