Sevgi Üstün, 21st of July, Teaching Practice 7, Making requests and responses
To provide the learners practice gist listening and listening for specific information within the context of making requests and responses through guessing, true/false and gap fill activities.
By the end of the lesson, the learners will have practiced functional language with the context of making requests and responses by making questions and asking them to each other.
Procedure (7-47 minutes)
The T will show the Ss two pictures: A boss and an interview. The T tries to elicit the vocabulary asking: Where are they? Who is he? What are they doing? What does he look like? They will make sentences using phrases: " I think it is ..../It is about.../This is a photo of...."The T will write these on the board to help them and gives an example. The T then divides the class into two, gives each group 2 pictures. They will write whichever word comes to their mind about the pictures. They'll do brainstorming. Later I will change the people in their group and they will talk about the pictures using the phrases I wrote on the board. ICQ: What will you write?
The T will make the Ss listen to 3 conversations and asks them to guess where the diologues happen. The T will only allow them to listen to the dialogues once. They will check their answers with their groups. ICQs: How many dialogues will you listen to? Will you find "where" the dialogues are made? The T gives the answers.
The T gives the Ss hand outs. There are true/false false questions written on the hand outs.The learners are going to listen to the same dialogues and circle true or false on the paper. The Ss will check their answers with their groups. Volunteers will answer give the answers. If needes, they will listen the dialogues again.
The T will give teh Ss hand outs. There are some questions (requests) and answers (responses) written on them but there are gaps in the Q&As. The learners will listen the conversations again and try to fill the gaps. ICQ: Are the sentences complete? Are there answers? Will you fill the gaps? The learners will check their answers with their groups.
The T is going to ask them to give 2 questions from the previous activity. The questions are going to be chosen as : Could I/we finish quickly? and Can I close the door? The teacher asks CCQs.: Is the meaning different? (No) Can we use this one instead of this? (Yes) ( eg. Can I … ? vs. Could I….?) When you talk to your teacher which one is better to use? (Could I…?) So is this formal or informal? (Formal) (eg. Could I…?) The T elicits some other request questions as well. (Would you close the door?, I’d like to finish quickly., Will you help me please? ) Draws a cline on the board and tell the Ss to discuss in pairs where to put the Qs (from formal to informal). on the cline. Later they will tell and T will write them. If there is an error the T will make error correction. The T will show the positive and negative answers as well. Then the T will show the form of the questions. “CAN/COULD/WILL/WOULD + YOU + BARE INFINITIVE (V1)......?" “CAN/COULD + I/WE + (V1)……? /I’D LIKE TO + V1…….” “DO YOU WANT TO + V1…?” Then the T will show the intonation of the questions (it goes up at the end) , do modelling and drilling.
The T will stick some mixed words on the WB. The Ss will discuss in pairs and try to make them questions and answers. Later they will come to board and put the words in the correct order. ICQs: What are these? Questions or answers? Will you write them?
The T will give the Ss hand outs. They will make requests with the words given individually. Later they will do a role play by asking and answering the Qs with their partners. ICQs:What will you make? Who do you work with? The T will monitor and do error correction afterwards.