Erhan Gülşen Erhan Gülşen

Erhan Gulsen - Social Expressions
Intermediate B1 level


In this lesson, the SS will learn how to use social expressions in accordance with a case they are in or they are told about in daily life. They will learn the meaning, form and pronunciation of the expressions after form and picture matching exercises. Next, they will practice using them in their own conversations for improving their productive skill of speaking.


Abc Listening CD from Straighforward Intermediate
Abc Package file with cards

Main Aims

  • To provide review, clarification and practice of social expressions in the context of daily conversation (Lexis-Functional Language)

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of daily speech with social expressions


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The lead-in includes role plays performed by the SS. The role plays have some cultural elements in order for the class to get involved in the lesson and upcoming activities more easily. There are two different short role plays in the lead-in. The teacher will read the daily conversation for each one and the SS will role-play it in front of the class. The statements they will tell will be read out by the teacher. One person in each group will have to use a social expression at the end of the role-play. Before the role-play: Teacher: (After exchanging greetings) Isn't it a simple conversation? I said hello and you responded. Then I asked how you were and then you asked the same. In a day, we make many simple conversations like this. Now, I want to show you some of them. We are going to role-play two of these conversations. (Don't worry! I will read the story and the sentences and you will role play them or tell the sentences.) After the role-plays Teacher: Did you notice what Susan said at the end of the conversation? And what did Handan Hala say? Elicit the expressions "Congratulations and Excuse me" Yes, these are social expressions. And today we will talk about them. Can you guess any other social expressions? The teacher receives the answers and sets the stage for the Task 1.

Exposure (5-8 minutes) • To provide a model of production expected in coming tasks through a matching exercise

Task 1: Teacher: (Now in groups of 3, I would like you to match the red cards with the blue ones on the floor. These are the most common social expressions we can use daily. You have 5 minutes.) The students match the expressions on the floor together and the teacher monitors them. Since some of the terms are new, the SS may not easily match them. This will save more time for them to come up with the correct answers. Some of them may not know the expressions or may not be fast enough to do such exercises. The class is composed of people with different learning styles. After 5 minutes, (Perfect. Now, I would like you to check your answers in your groups again. Here is the answer sheet. (one for each pair) And correct them if necessary.)

Useful Language (10-15 minutes) • To highlight and clarify useful language for coming productive tasks

Task 2: The teacher changes the pairs by naming each student "Student A" and "Student B" alternately so that the interaction changes. To each pair, he hands out a worksheet on which there are conversations with two sentences. The SS will try to find the most suitable expression by using the answer sheet given in order to complete the conversations. (After forming the new pairs) Teacher: (Now, in 5 minutes.I would like you to work in pairs and find the most suitable expressions for each conversation on the worksheets. (Chesting the worksheets). Be careful some conversations have two answers. So, you will need to fill the gaps with two expressions. ICOs: 1) So, are we working in pairs? 2) Are you going to choose only one expression for each conversation? 3) How many minutes do you have? Ok, now let's start. After 5 minutes, the teacher gets the SS to listen to the conversations twice. First, they will check their answers. And, they will repeat the correct answers while listening for the second time. After the listening, for the new items below, he will elicit the meanings. (if the time permits or if the SS still look confused) 1) All the best 2) I will keep my fingers crossed 3) Say 'cheese' CCQs 1) What does this expression mean? 2) When and why do we use it? Teacher: (And now, let's check the answers by listening. You will listen to the recording twice. First, you will check your answers. And then, while listening for the second time, you will repeat the correct answers.) ICQs 1) Are we going to listen first? 2) Are we going to repeat the correct answers later?

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

Task 3: Before class, the teacher puts the expressions into a package file. For this task, he divides the SS into two groups. He asks them to choose 3 expressions from the file and form a meaningful conversations with their partners. All of the students will take role in the conversation. This will be a freer-practice. The teacher: (Now, in groups of three or four, please form a semi-circle. First, you will choose three expressions from this file and then form a meaningful conversation with the expressions. But, be careful, all of the students must take role in the conversation. You have 5 minutes. ICQs: 1) Are we working ourselves or together? 2) How many minutes do we have? 3) How many expressions are we going to select? After the SS get ready, the teacher will ask them to role-play their conversations in front of the class. Teacher: Now, it is time to role-play. Each group will act out their conversations before the class. Let's begin.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

The teacher asks the SS how many social expressions they have learned and when they can use them. The teacher: (So, how many social expressions have we learned?) (When do we use them?) Did you find the expressions useful? Can you use them now?

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