Vague language in informal conversations
Upper intermediate level
To provide fluency practice in using vague language in informal situations, in the context of a conversation about childhood and growing up.
To provide review of lexis relating to family and childhood.
To provide practice in listening and responding in a conversation.
Procedure (39-45 minutes)
Instructions: Think about when you were a child and what you wanted to be when you grew up. Did it come true? Teacher gives a demo, then allocates Ss to breakout rooms to discuss. Teacher brings Ss back to main room and elicits a few examples.
Instructions: Imagine you're with friends. You're chatting about your childhoods and experiences of growing up. What kind of things would you talk about? In groups, add possible topics to the jamboard. Teacher shows jamboard to Ss, elicits one or two examples and demonstrates how to add them to the jamboard (1-2 minutes). Teacher shares link to the jamboard, then allocates everyone to breakout rooms to work on the task (2 minutes). Teacher brings everyone back to the main room and discusses the topics added, eliciting further detail and adding to the jamboard (2 minutes).
Meaning: Teacher shares a google slide showing two possible responses to questions, and elicits from Ss which answer sounds more informal, less direct. Teacher elicits meaning of the vague language using CCQs (2-3 minutes) Form: Teacher shares link to a google slide with example sentences using vague language and asks students to categorise them by form in breakout rooms. Teacher assigns students to breakout rooms and monitors. Teacher brings students back to main room and shows answer (3 minutes) Pronunciation: Teacher shows slide with example sentences, then drills pronunciation. (2 minutes)
Task 1: Teacher asks students to talk about their own childhoods and experiences of growing up, then allocates them to breakout rooms. Teacher monitors breakout rooms for language. Teacher brings Ss back to main room for brief OCFB and to give instructions for task 2. Task 2: Teacher asks students to talk about childhood today and what is the same/different from when they were growing up. Teacher re-arranges and opens breakout rooms, then monitors the conversations. Back-up task: Teacher asks students to tell their group about an important moment in their childhood.
Teacher writes down examples of language overheard during breakout rooms. Teacher commends good language use, elicits reformulations, and elicits corrections from Ss for any mistakes.