Sabahattin Aluç Sabahattin Aluç

Everyday conversations
Elementary level

Description

In this lesson focusing on everyday conversations, students learn about everyday conversations differing throughout the day. The teacher starts with a lead-in by showing pictures that indicate different times of the day and elicits answers. Questions such as "How are you?" and "What do you do in the morning/in the afternoon etc.?" follow with all the possible answers elicited from the students first with different activities for each. The teacher encourages the students to act out in the end, combining all of the materials at hand.

Materials

Abc Gap-fill handout 2
Abc Phrase box
Abc Gap-fill handout 1
Abc Listening

Main Aims

  • To provide accuracy and fluency speaking practice in a dialogue in the context of everyday conversations

Subsidiary Aims

  • To provide specific information listening practice using a text about greetings in the context of everyday conversations
  • To provide practice of language used for greetings, casual conversation, farewells in the context of everyday conversations
  • To provide practice of "What do you do in the/at ...?" in the context of everyday conversations

Procedure

Lead-in (3-7 minutes) • To teach ss different responses to "How are you?"

The teacher walks in, greets the ss saying: "Hello. How are you?" and then, as if surprised at the response, asks each student "How are you?" in order to elicit different answers, writes them on the board one by one. In case of failing to get any different answers, the teacher elicits letters to form up the responses such as "great, all right, OK, very well, not bad" gesturing to indicate different connotations of each response and drilling after each of them. The students make conversations in pairs, using the written responses on the board.

Listening (2-5 minutes) • To improve ss' listening skills

SS listen to a recording and compare their notes in pairs. The teacher asks them to practise again.

Greetings and farewells (3-5 minutes) • To teach ss different greetings that can be used in different times of the day

The teacher shows the students a picture that indicates four different times of the day -morning, afternoon, evening and night- and elicits response as to what they might be indicating and asks them to work in pairs in order to write down how they can greet people within each of the time shown. The teacher provides feedback and drills.

Listening 2 (5-7 minutes) • To improve ss' listening skills

The teacher gives the students a fill in the gaps handout and asks them to work in pairs. The teacher elicits answers and plays the recording to check the answers. The teacher provides feedback.

Vocabulary and grammar (5-10 minutes) • To enrich students' vocabulary in the context of everyday conversations

The teacher goes back to the picture about the different times of the day, introduces the question "What do you do in the ...?" and asks the students to work in groups to find verbs or phrases about what they do within each particular time span. The teacher writes down different activities under each section, such as "have breakfast" under the "morning" section. The aim is to elicit at least ten activities in total, yet the teacher helps to increase the number in case of need. The teacher drills each elicited element.

Maria's day (3-5 minutes) • To familiarize the students with talking about daily routines

The teacher provides a "fill in the blanks" paragraph in order to familiarize the students with talking about daily routines and asks them to work in pairs to complete the task. The teacher provides whole class feedback in the end.

Act-out (5-10 minutes) • To improve students' practical skills

The teacher asks stand up in pairs and create a dialogue using to the phrases they pick from the phrase box, using all the instructions that have been included until that moment. The teacher asks each pair to act the dialogues out.

Back-up activity (0-10 minutes) • To go throught the vocabulary of the day

The teacher says a phrase or a word related to the subject of the day and uses it in a sentence, and then asks the students to the contribute by saying theirs and using what they have said in a sentence one by one.

Web site designed by: Nikue