To make Ss grasp the gist of the speeches and find some details to correct the mistakes.
To provide fluency and accuracy in Ss' speech as they talk about the given topic.
To provide clarification, to review and practice there will be some vocabulary done.
Procedure (34-45 minutes)
Instead of working in pairs T will make the Ss share their opinions regarding the two warm up questions from the course book. As this is their personal life and their own ideas they will be willing to talk with the WC.
There are two words used too often, encourage and influence. T will do some vocabulary check and show the verb and noun forms of these words. encourage: give support, confidence, or hope to (someone) - As the support or confidence is given by somebody or something else the following CCQ will be asked: Do I encourage me? Or somebody or something else is doing this, encouraging me? influence: The capacity to have an effect on the character, development, or behaviour of someone or something, or the effect itself and to have an influence on somebody. So to clarify the following CCQs will be asked: Can you influence somebody in a good way or bad way? (Yes) Can you have a good influence on your children? (Yes) What you do you really do when you influence somebody? (Affect people) So all the CCQ that will be used in this stage are: Do I encourage me? Or somebody or something else is doing this, encouraging me? Can I influence you in a good way or bad way? (Yes) Can you have a good influence on your children? (Yes) What you do you really do when you influence somebody? (Affect people)
In the 1st listening exercise Ss will hear four people talk about people who have had an influence on their lives and are expected to find and write who this person is for each speaker. After that they share their answers with the class as FB.
Here in the second listening exercise Ss may find it hard to understand the instructions regarding what to do. She'll say that Ss need to find the errors only in two sentences. After that, to demonstrate T mentions that her aunt talked to her about the importance of English. But then will project a sentence "Her aunt talked to her about the importance of engineering." And asks Ss which part of this written sentence needs correction. Then they start to do the exercises. The corrections will be projected. ICQs; Which part of the sentence needs correction? (Engineering) (for my own demonstrative example) Are there errors in each sentence? Or only in two sentences? (No / Only in two sentences)
T will give Ss numbers from 1 to 6 to re-group them but without telling this will ask what they think they would do. Ss will read the three sentences given in the language focus section and think about the meaning of the common word used in each sentence "stuff" (individually). Afterwards they will look at the questions, think about them and discuss their opinions with their partner. Reading individually time limit: 1 min. Discussing questions: 2 min. Sharing their ideas with the WC: 2 min. After that T will make them pronounce the word and project the written form on to the board. CCQ: Is it singular of plural? (Singular) Does the meaning of "stuff" covers/includes many things? (Yes) With the first language focus exercise Ss are exposed to the TL and after the (EC)DW process they are familiar with the modal language. So they will be given the second exercise of the language focus section. It will also be projected. T will demonstrate the first one (ppt). They will do the rest individually and at the end come to the board and underline the relevant part that needs to be re-written with "stuff". First one will be done by the teacher. Time limit: 2 min.
Speaking part is where the Ss reflect upon what they read or listened. Ss will be reminded that they may use the useful phrases while completing the speaking task. Here they will first be given thinking time for the questions and then share their thoughts with the whole class. Thinking time: 4 min.