Eve Eve

Speaking Lesson: Using Mobile Phones (TP5)
Elementary level

Description

In this speaking lesson, students will be provided with a new vocabulary set and have the opportunity to practice speaking using the target language. The lesson presentation will begin with an introduction to the topic of mobile phones and how they are used in daily life. There will be visual aids on the slides in order to engage the students and elicit a response regarding the content topic of the lesson. This will be followed by preparing the students for their first task, ensuring their understanding (with CCQs) of the task's exercises/questions in order to begin using the target language, after meaning, form, and pronunciation have been established and clarified. Students will then have two to three speaking activities (time-permitted) using the TL, where the main focus will be on fluency. The activities will include exercise in answering questions during controlled practice, drilling chorally and individually, and role playing. The activities will range from students being instructed to work individually for a short amount of time and then work in pairs/groups using BROs.The class will end with some feedback on the content and TL, followed by error correction time.

Materials

Abc Speaking: Practice of Productive Skills
Abc Face2face (Redston & Cunningham)
Abc Language Preparation Slides
Abc Content Preparation Slides
Abc Content TL FB
Abc Google Images
Abc Feedback/DEC Google Slides

Main Aims

  • To introduce and provide practice of speaking for fluency in the context of using the mobile phone.

Subsidiary Aims

  • To provide practice using vocabulary of TL, including voicemail, texts, dial/press, end call/hang-up, in the context of phone calls between friends, family, work (informal and formal). And to provide fluency and confidence outside the classroom.

Procedure

Lead-in (1-2 minutes) • The purpose is to set lesson context and engage students.

Provide visual material on slides displaying people speaking on the phone and using mobiles to call/text in a relatable manner so as to engage student interest in the topic. (slides 1-2).

Content Preparation (4-5 minutes) • To prepare students regarding content of the task and provide a model of production expected in coming assigned tasks/exercises through reading/listening of TL.

T explains the topic TL to Ss and provides them with questions such as, "who do you call the most during a typical day?" "besides making calls, how do you use your mobile?" and "who do you call the most?" in order to elicit verbal responses regarding content. (slide 3).

Language Preperation (7-8 minutes) • To highlight and clarify useful language for coming productive tasks

T provides TL vocabulary and sentence phrases on slides along with MFP: -Calling people/friends/co-workers back -End a call/Hang up -State who you are by phone -Ask to speak to someone directly -Write a text -Leave a voicemail -Use your mobile for directions -Use your mobile to listen to music -T conveys and elicits meaning from the Ss. -T provides 3 CCQs on meaning. -T elicits form, then provides form; T prompts CCQs on form. -T covers pronunciation: elicits stress on TL vocabulary/sentence phrases/questions, and drills chorally/individually. Then, T provides list of TL stress and intonation. -T ask Ss if they have any Qs regarding the TL pronunciation (slides 4-5).

Speaking: Productive Tasks (19-20 minutes) • To provide an opportunity to practice target productive skills focused mainly on fluency

1st Speaking Practice; Role play in group BORs. T provides one personal example. Then, once students have seen the following slide, T asks the Ss if they have any Qs on the Qs and the assigned task. Then paired off in BORs to work on the following examples: Practice an example of calling a friend/ answering a friend's call (informal). Practice an example of calling a coworker/answering a coworker's call (formal). Practice an example of calling a family member/answering a family member's call. Practice an example of calling a business for information/practice giving information to a customer. T returns Ss to class and Ss read examples aloud. (approx. 5 minutes) 2nd Speaking Practice- T gives three examples on how you use your phone (in complete sentences) each day and during the week (individually). T reads one personal example. Ss read 1-2 examples to the class (time-permitting). T will ask Ss if they have any Qs regarding task, before beginning exercise. (approx. 5 mins) 3rd Speaking Practice in BORs T asks if they have any Qs regarding the task or Qs about the Qs from the following exercises. T will provide one personal example, first. Discuss 2-3 ways having a mobile phone is helpful during the day. Compare. Discuss 2-3 ways having a mobile phone negatively affects your day. Compare. (approx. 5 mins) Return to class. (slides 6-9)

Feedback and Error Correction (9-10 minutes) • To provide feedback on students' production and use of language

OCFB: Discuss responses from previous tasks. FB on TL and content used by Ss. Ask Ss if they have any Qs on topic, text, material, or content. Delayed error correction (slides 10-11).

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