TP6_ MICHAEL NAVARRO
Lower intermediate(B1) level
To provide clarification and practice of language used for making suggestions and offers
To provide speaking practice for gist and specific information to contextualize the functional language
To provide accuracy speaking practice in a functional language
Procedure (39-50 minutes)
• T greets their students by asking them how they are doing? • T will set the context by showing students some pictures in which people are asking for help. • T will then ask a personalized question related to the topic(asking for help). Before students share their responses, the teacher will provide a model. Questions: A) When was the last time someone asked you for help? Who was it? What did he/she ask? • T will give students some thinking time before they answer the question. • T will nominate a couple of students and praise them for their active participation.
• The teacher will play a recording in which a group of workers talk about the jobs they will be doing. • Students need to listen to the general idea to answer the questions correctly(Gist task) • The teacher will check the answers with the students(Open class feedback) • The teacher will play the recording again so that students can fill in the gaps with the target language(functional language) • The teacher will nominate some students and show them the answer key so that students can verify their answers.
• After checking the answers, the teacher will show the next ppt slides with the target language. • The teacher will ask students to identify the target language by underlining the phrases that are used to make offers and suggestions • Consequently, the teacher will clarify the meaning, form and pronunciation of the target language.
Meaning: • The teacher will ask students if they are familiar with all the phrases. • In case students are not familiar, the teacher will explain the meaning of those phrases by providing examples. Form: • The teacher will show two phrases to the students and ask them some form-checking questions so that they can be aware of the structure. 1) How about taking her some flowers? Form checking question: What is the word that is followed by about? (Take) (It's a verb) Do we use the verb in the base form or ing form? (Ing form) 2) Maybe you should ..... Form checking question: What modal verb can you see in the second sentence? (Should) What comes after "should"? (We use verbs) Do we use the verb in the base form or ing form? (Base form) Pronunciation: • The teacher will read the sentence once so that students can identify the sentence stress, • Once students identify the sentence stress, the teacher will do choral drilling and then individual drilling. • The teacher will also cover connected speech(Gemination, Elision and assimilation) • The teacher will also make use of some pronunciation checking questions. Does the intonation go down or up? Where is the stress? Did I link the words?
•The teacher will adapt an exercise from the coursebook so that students can revise and practise the target language(Functional language) •The teacher will use instruction checking questions and do one exercise with them so that students can understand the activity. •Students will be given two minutes to complete the activity. •The teacher will nominate some students and show them the answers.
•The teacher will use one of the speaking tasks that are in the book. •The students will have to make use of the functional language to complete the activity. • The teacher will provide a model as well as use ICQS to make sure students understand the activity. •The teacher will send students to the break-out rooms so that they can share their ideas and answers. •While the students are in the break-out rooms, the teacher will be writing down some potential errors students may make. •The teacher will call on students and react to their answers(Open class feedback)
• T copy-pastes the phrases collected during monitoring and asks the SS to improve/correct those phrases. •T will use delayed feedback so that students can speak without being interrupted. • The teacher will give students some seconds to look at the sentences and identify the errors. •The teacher will nominate some students randomly and get feedback from the students. • If there is some time left, the teacher will wrap up the class with an exit ticket. • Students will have the chance to reflect upon their learning. • Students will have to read the reflective questions and choose 1. Reflective questions: 1) What did I learn today? 2) What was your favourite part of the lesson? 3) What can I do today to become a better student? • Teacher will do this activity as a whole group. (This activity is helpful since the teacher will be able to gather their students’ answers and take better teaching decisions in the upcoming lessons.