Conrad Conrad

Copy of TP-4 Awkward social situations, Politeness
Upper Intermediate level


In this lesson Ss will learn about the intonation of being polite throuhgh creating a dialog and acting. The lesson starts with a discussion about awkward situations that people experience. This is followed by a group work in which Ss discuss them while the music is on. Then Ss will learn diffrent phrases that they can use in their conversations by listening and after that Ss will practice these phrases by putting random words into correct order to make a meaningful sentence. Finally Ss will write dialogs and act them in front of the class.


Main Aims

  • To provide fluency and accuracy speaking practice in a conversation, being polite in the context of awkward social situations

Subsidiary Aims

  • To provide clarification and practice of phrases for being polite in a conversation in the context of awkward social situations


Lead-in (8-10 minutes) • To introduce the main aim of the lesson

Set the context of the lesson by showing pictures taken from the internet for introducing the TL. Try to elicit related vocabulary such as awkward, weird, silly *check vocabulary analysis for more TL related words. Put Ss into groups of 3, introduce the character in exercise nr.1 by showing the pictures from computer and get Ss discuss the situations. In this group discussion to adjust Ss volume to a higher pitch play the song from presentation on the computer. Song's name is Chicken Run. It's 2 minutes long, it will repeat itself just once. Groups may vary according to the number of students in the classroom that day. If the computer doesn't work or if I decide not to use it, I will have photocopies of the files in the powerpoint presentation file and I will stick them on WB:

Presentation (8-10 minutes) • To provide Ss with practice related to TL

Put Ss into groups of 5. Draw a table on WB ( // Bella thinks // Bella says // ) and get Ss write their ideas on the WB. But each group will write with a diffrent color. After they finished play the recording T7.6 from CD2 and ask Ss if their answers were correct. Try to ask as many CCQs as possible for this part of the lesson to check if they understood the phrases such as ' a tiny portion, can't manage, in the slightest, agree with, to bring someone out in a rash.' But don't spend a lot of time here because the main aim is speaking. You will need more time for the last part of the lesson.

Listening / Pronunciation (15-12 minutes) • Listen something

Tell Ss that when speaking it's very iportant to sound polite but it's not always about the phrases but also the intonation helps to keep the good relationships with their listener. Put Ss into pairs, if they were already in pairs for some reason change pairs, Play each recording again and stop after every phrase . Get Ss repeat what they hear. Tell Ss to check their pairs pronunciation. Help if necessary. While they are doing the activity put the words in ex.14 in the workbook on WB randomly, Ss put them in correct order to make a meaningful sentence. But whoever completes a sentence has to choose a victim to make them say the whole sentence.

Speaking (15-17 minutes) • To provide Ss with practice in accuracy and fluency in the context of TL

Put Ss. in pairs,hand out diffrent awkward situations to each pair and get them write a short dialogue with it.Give them 5 minutes to discuss and write, 5 minutes to reharse and 5 minutes to act their dialogues.When they are discussing play the Chicken Run.Walk around the class modelling intonation and correcting if necessary.Ss act their dialogues in front of the class as time allows.

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