Louise Pike Louise Pike

Celebrities, I can/she can/he can
Beginners, A2, level


In this lesson Ss will review speaking for accuracy and practice their fluency speaking skills in relation to Turkish celebrities. Ss will start by engaging in 'who am i...' game to introduce the context of the lesson. Ss will then participate in a semi-controlled task to practice their accuracy using 'can/can't'. Ss will also be introduced to functional language related to showing an interest and then have the opportunity to practice using what they have learnt in a freer speaking activity.


Main Aims

  • To provide Ss with semi-controlled and freer speaking practice to develop their spoken accuracy and fluency in the context of famous Turkish people.

Subsidiary Aims

  • To provide Ss with an introduction to and practice of using functional language, specifically 'showing interest' in the context of Turkish celebrities.


Lead-in (3-4 minutes) • To set the context of Turkish celebrities

Ss will play 'Who am i?'. T will place Ss into pairs. T will stick a picture of a Turkish famous person on each of the Ss backs. Ss will give their partner clues about the person that is stuck on the Ss back, for e.g. she is a singer, she is old or he was a Galatasaray football manager. Ss will try and guess the celebrity that is stuck on their back, they can also ask questions. When one of them have guesses, they change roles. T will provide Ss with a demo before they start the activity. T will use model sentences such as 'she can sing... he can play football' during the example demo to encourage Ss to do the same. if some Ss guess early, let them help the other Ss. ICQ's: 1. Will you tell your partner the name of their famous person? (no) 2. Will you tell your partner some information about their famous person? (yes) 3. Will you let them ask questions? (yes) T will ask Ss to tell the rest of the class who their celebrity was.

preparation for speaking activity (4-5 minutes) • To allow Ss to prepare questions to use in the speaking activity.

T will tell Ss "because i am English i do not know anything about what these celebrities can or can't do' and then ask Ss to write 5 questions which the T could ask the celebrity in the blue speech bubble (see handout) and discuss with their partners. Instruct Ss not to answer them. T will write the model sentence on the board, e.g. can you sing? as an example. Ss will then tell each other their different questions. T will elicit their ideas and write some on the WB. ICQ's: 1. Will you write in the blue or red speech bubbles? (blue) 2. Will you write the answers? (no) 3. Will you discuss your questions with your partner? (yes)

Semi-controlled speaking practice (4-6 minutes) • To develop Ss spoken accuracy when using can/can't

T will place Ss into new pairs. T will instruct Ss to take it in turns to ask the questions they've designed to their 'celebrity' partner and write their answers down in the red speech bubble. Ss will then practice asking and answering the questions. Instruct Ss not to read each others work so they focus on speaking. T will illustrate the task through 'chesting' the handout and completing one example as a WC: Q: Can you dance? A: No i can't Give Ss 3 minutes. *Prompt Ss to use can/can't by writing model structures on the WB - only if the task appears difficult. ICQ's: 1. Will you let your partner read your questions? (no) 2. Where will you write your partners answer? (in the red speech bubble) 3. How much time do you have? (3 minutes) Get Ss to report some of their answers to the WC.

preparation for introducing functional language. (6-7 minutes) • To set the context for the introduction of functional language used to show interest

T will tell Ss that they are all going to a party with the famous Turkish people. T will tell Ss to pretend that they are the celebrity in the picture. T will instruct Ss to write 5 pieces of interesting information about themselves in the green speech bubble (see handout) (e.g. Sertab Erener: I can sing, I can play the piano) the information can be exaggerated or made up! (I don't like Demet Akalin! I can speak 21 languages! etc.) T encourages Ss to think of interesting/crazy/exaggerated information. T will write model sentences on the board to help them structure there facts (if the task appears easy don't write these) I can... I can't... I don't like... I like... Ss will discuss their facts together. T will monitor the activity and write down any interesting facts on the WB ready to introduce functional language. T will select Ss to share there facts.

introduction to and controlled of practice using functional language. (5-7 minutes) • To introduce and practice using functional language to show interest

T will select Ss to read one of their facts out loud but this time T will respond with functional language that conveys showing an interest. For e.g. Ss: 'She can sing in her sleep' T: Oh wow! really!, Ss: 'He can speak 21 languages' T: wow!. T will exaggerate the responses. T will instruct Ss to discuss the responses in pairs then use them to fill in the pink speech bubble. T will then practice a series of drilling exercises to allow Ss to become familiar with the phrases: wow! that's interesting! oh really! really! can you? that's amazing! no way! hmmm ahhh ok! T will place emphasis on how the phrases may be pronounced differently if you are a confident, posh celebrity or just speaking amongst friends, the former is more exaggerated usually. CCQ's: 1. Do we use these phrases to show interest? (yes) 2. Do we use these phrases before or after someone gives us information? (afterwards)

controlled practice using functional language (6-8 minutes) • To provide Ss with semi-controlled speaking practice to express interest.

T will divide Ss into two groups; A and B. Ss in group A will form a circle and group B will form another circle around the students (so there is an inner and outer circle). T will give group A a list of 5 statements of abilities: 1. I can speak 21 different languages 2. I can play the guitar and piano 3. I can run for 4 hours 4. I can play football and basketball 5. I can drive a car with no hands T will give Ss a list numbered 1-5 with answers to express interest: 1. hmm, that's interesting! 2. oh really? 3. can you? 4. ahh that's good 5. oh wow! T will instruct group A to tell group B the statements and group B has to respond with the answers. When T claps twice, the Ss move clockwise and repeats the process twice then reverse roles. ICQ's: 1. Will you move left or right when I clap twice? (left) 2. Which group will read the facts? A or B? (A) 3. Which group will respond with the answers? (B)

Free speaking practice (5-8 minutes) • To allow Ss to practice speaking for fluency in the context of celebrities

T will inform Ss that they are all going to a celebrity party but they don't know the other guests. T will tell them that they will go around and meet the other celebrities, ask information about each other and reply with some of the responses they have learnt. Don't let Ss use their notes so they can focus on fluency instead of accuracy. ICQ's: 1. Are you going to a party? (yes) 2. Are you going to ask questions to your celebrity guests? (yes) 3. Are you going to show that you are interested in what they say? (yes) T will walk around and monitor the Ss conversations and make a note of any particular errors. After the activity, T will select Ss to share what they have learn't about the other celebrities. T will also will address some of the Ss pronunciation errors and elicit the correct version.

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