Mohammad Rasool Safary Mohammad Rasool Safary

TP2
CEFR A1 level

Description

In this lesson, students improve their skills pertaining to providing personal information particularly for such formal contexts as the initial stage of a job interview where the ability to provide personal information is necessary. A review of Wh-questions to be used in this context is also provided. Furthermore, practice is given in areas of listening, speaking, and pronunciation through the use of various interaction patterns.

Materials

Abc Exercises 3 - 6 including a gap-fill, three audio tracks, and a form-filling exercise

Main Aims

  • To provide practice in areas of listening and speaking

Subsidiary Aims

  • To provide clarification of language used for giving personal information in the context of a job interview

Procedure

Lead-in (8-10 minutes) • To set lesson context and engage students

T gives Ss three e-mail addresses below. 1. m.h.Johnson@gmail.com 2. D.Smith.2015@yahoo.com 3. Alice.1988@hotmail.com T poses the following questions: 1.What are they? 2.Which websites are they for? Yahoo / Google / Microsoft? T uses chesting to show the e-mail address in exercise 3. T asks a students to read it. T points to the email addresses on the board and asks students to read them. At the same time T underlines the words 'dot' and 'at' on the board. T elicits the grammar needed to talk about: first name, last name, job, phone number + e-mail address by focusing on item 3.1 Ss do a pair work on 3.2 / 3.3 / 3.4 (exercise 4) T plays the audio for the students to check. T plays the audio in 5.a. In case of a problem, T uses choral drill. T models the task in 5.b. Ss are put in groups of four to do the task. T asks each student for someone else's e-mail address at the end.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T attracts the Ss' attention to the picture. T asks: -What's his name? -What's her name? -Who needs a job? After the Ss answer the second question, T point to the name in the form as a way of providing instructions. T plays the audio. Ss compare the answers with their partners. T checks the answers (WC)

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

T lists the following items on the board (T elicits the items / Ss read from exercise 6.a): First name? / surname? / married? / nationality? / address? / phone number? T tells the class: Books close please. T tells the class to make questions? In case, the message is not conveyed, the T writes the first question as a model. Ss give the questions and T writes them in full forms not in contracted forms. T asks what the contracted form of the first item on the board is as an example. T uses chesting to tell the Ss to fill in the gaps. Ss do the task in RW page 19. T checks the answers by asking learners to turn to page 103. Ss are chosen at random to read the sentences. T plays the and focuses Ss' attention to falling intonation using downward arrows. T uses one of the wh-questions on the board to this end and reads it out loud for Ss to repeat. T plays the audio + choral drill T writes the following sentences on the board and asks 'Is it right?' for each item. I am thirty years. I am thirty years old. I have thirty years. I am thirty. I am thirty old. -Ss decide if the item is OK or not. T provides feedback through gestures. T elicits the correct answers.

Productive Task(s) (8-10 minutes) • To provide an opportunity to practice target productive skills

T models the task on page 19 as instruction. Ss change partners to do the task. T monitors the activity and provides correction and assistance as needed. Ss exchange papers to check each others' work. One pair performs so that the answers are checked.

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