Emilyn Aguana Emilyn Aguana

Speaking/Vocabulary/Function
Intermediate level

Description

In this lesson, students will practice speaking using first and second conditional. The context is a video segment from the musical "Fiddler on the Roof." Students will also learn common expressions used to discuss suggestions and their positive and negative consequences. They will also learn how to group words in a sentence when speaking for emphasis and clarity.

Materials

Hvii4z4kqeaoq98ikqps tp7 hand out 1 synopsis and video task 1 TP7-HO1
Udr15hoosf2snuc2ls2b tp7 hand out 2 answer key to task 1 TP7-HO2
Abc Listening 2.31
Hjlspiqutrwuveigsfud tp7 hand out 3 and 4 task 3 grouping words and key HO3-HO4
Ngbtjbc5t8ymysmdbca4 tp7 handout 5 freer speakİng TP7-HO5
Pl7bvr36bbs?size=16&default=html video clip

Main Aims

  • To provide fluency and accuracy in speaking through discussions in the context of a video segment from the musical Fiddler on the Roof.

Subsidiary Aims

  • To provide review and practice of first and second conditionals and expressions used for discussing suggestions and their positive and negative consequences in the context of learners' life and their country

Procedure

Lead-in (2-3 minutes) • To set lesson context and engage students

- In an open discussion, ask SS if they have seen / watched the musical "Fiddler on the Roof."(If they say "yes," ask them to explain what it is about.) Nominate individual Ss to speak.

Exposure (10-15 minutes) • To provide a model of production expected in coming tasks through watching a video

- Write the (5) words on the board to pre-teach by eliciting meanings through CCQs and mimes: (i.e. fiddler, fortune, idle, yard, fawn) - Drill on stress. - Give out synopsis/summary of the musical segment and give time to SS to read the synopsis (HO1). SS discuss in pairs what they understand from the synopsis. - Write down on the board the names: Reb Tevye and Golde (names of the characters they will hear in the video.) - Give out Task 1 to SS (HO1). Give them time to read through the task. - Tell SS they are going to watch a segment from the musical "Fiddler on the Roof." - Play the video. (Takes about 5 to 6 minutes)

Useful Language (5-8 minutes) • To highlight and clarify useful language for coming productive tasks

- After watching the video, SS write their answers to Task 1, then check their answers in pairs. - FB with the Wc. (Answer Key to Task 1 will be posted on the board.)(HO2) - In the same pairs, SS discuss with partners answers to Task 2: (HO1) - T monitors and helps when needed. - FB-Wc.

Productive Task 1 (5-8 minutes) • To provide an opportunity to practice target productive skills

- (Introduce word groups in a sentence): Write on the board a sample sentence from the previous grammar lesson. (i.e. If we open a terrace // we'll be able to serve a lot more people.) - Ask for a confident volunteer to say the sentence. - Ask SS what the double lines show and why we use groups of words when we speak. - Give out Handout-Task 3 (with sentences b-e from the previous lesson). (HO3) - Ask SS to say the sentences out loud to each other and to decide together where to sentences divide into groups. - Walk around to monitor and help when needed. - Tell SS, they will listen to the recording (Listening Text 2.32) to check their answers. -FB: SS check their answers with answer key.(HO4) -Give SS time to practice the sentences.

Productive Task 2 (Speaking) (8-10 minutes) • To provide practice in fluency and speaking using the language taught

- Put SS in different pairs. -Tell SS they are going to think of suggestions to make their life and country better. Ideas may be realistic or unrealistic. - Give out Handout 5. - Tell SS to write their ideas as in the table, then discuss these with their partners.Elicit some conditional sentences. -Monitor and help when necessary. - FB with the whole class.

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