Copy of Future arrangements
To provide clarification, review and practice of the present continuous tense in the context of Facebook messaging
To provide accuracy speaking practice in a dialogue in the context of making arrangements with friends
To provide specific information listening practice using a conversation on the phone in the context of making arrangements with friends
Procedure (35-44 minutes)
Show Ss a picture of friends and elicit who these people are and ask a question if they like to meet up with friends. Give two more questions for Ss to discuss with their partners. What do you usually do together with your friends? Who usually make arrangements for meeting up? Ss will answer the questions in pairs and later a few Ss will share the things they have spoken about with the whole class.
Get Ss look through the text they have read at the previous lesson and underline five present continuous verbs in the text. After that hand out GD worksheets and ask to work out the meaning for future arrangements on their own. Later ask CCQs and get Ss to identify the meaning of the verbs in the text. After doing it ask them to study the form and pronunciation. Check Ss' understanding. Ss highlight the verbs in the present continuous. Later they work with the GD worksheet individually. After that as the whole class they try to work out the meanings of the verbs from the text. As the next step, they work on form and pronunciation part. Check as a class how they understood the form and pronunciation of the TL
Hand out the exercise worksheet (HO2) and ask Ss to work in pairs to identify the meanings of the verbs. Write the answer keys on the board. Ask Ss to check it and say which sentences they have had difficulty with. Ss to the exercise in pairs. Later they check by using answer keys. Discussing the hardest sentences. As the next step, give Ss HO3 and ask to complete the dialogue by using the verb in the correct form. But do it in a form of competition. Ss do the exercise in new pairs. The pair who finishes first shows the answers to the teacher and if the answers are correct becomes a winner. These students will write the answers on the board for everyone to compare with the answers they've got. Praise the Ss who won.
Have Ss to listen to a conversation on the phone between Lily and Ben. First, they will have a listening for specific information. After the first listening they will answer the question: What day do Lily and Ben arrange to meet? Before checking the answer with the whole class, get Ss to have a peer-check. After the second listening get Ss to complete Ben's diary. Have Ss to have a peer-check again. If Ss still have unfilled gaps, play the recording at that particular place where Ss can hear the answers again. Ss do listening twice and do the tasks they have been given. After that organise Ss in different pairs and ask them to cover the diary and test their memory. Ss do the exercise. One S asks: What's Ben doing on Sunday? The other S answers: He is seeing Paul. And asks his/her question What's Ben doing on Monday? Monitor the activity. When they finish doing the exercise, ask if anyone can say without looking what Ben's arrangement for the week are. Any S try to answer.
Ask Ss to complete their diary with different activities for three evenings and give out HO3. Do a demonstration on the board. Explain that Ss will mingle and ask their group mates to find days when they are both free and suggest doing something. Write the arrangement in your diary. Tell Ss that they will try to make an arrangement with a different person for every night. Show the example of the dialogue that Ss may have. Elicit the answers to the questions. If Ss have difficulty with understanding, do an open pair demonstration. Ss complete their own diary and later listen to the further instructions, later work on the dialogue together with the T. After understanding the task they stand up and mingle trying to make an arrangement with many people. Monitor and note down mistakes. Have a delayed error correction. Ss try to correct the mistakes on the board.