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Speaking
and Conversation with a
Focus at Elementary Level
by Sam Smith
- lesson plan 3
Stages
of the Lesson
1.
Warmer - To introduce the topic of the lesson.
Pairs
- 5 mins
T
writes on board some words connected with a childhood memory:
fence; school; big brother; Craig Gerry; skipping rope; break
time; head teacher.
T helps students with vocabulary and in pairs students predict
the story.
2.
Listening to the teacher - To provide an example of an
anecdote.
Whole
class - 5 mins
T
tells his anecdote of a childhood memory and students listen,
ask questions and check their predictions about the story.
T asks sts how they think he felt and if they think the story
is true or false. It is true.
3.
Preparation for speaking - To give time to plan telling
an anecdote.
Whole
class / individually - 8 mins
T
writes on board: when; where; who; what happened; consequence.
T then provides a variety of contexts as to where the story
could come from and tells sts that if they really can't think
of anything they can make it up.
Sts think of a childhood memory, sit back and relax as T asks
them questions about it, then they have a few minutes to plan,
make notes about what they're going to say. T monitors and
helps sts with vocabulary and ideas.
4. Speaking - To practice telling an anecdote.
Pairs
- 8 mins
Sts
take turns to tell each other their anecdotes. Partners decide
if the story is true or false.
5. Self analysis - To focus on how students showed
interest and coped with problems when telling their anecdote.
Individually
/ pairs - 4 mins
Sts
answer self analysis questions about how they showed interest
in their partner's story and how they coped when they found
it hard to tell their own story, then share their answers
with their partner.
6.
Pre - listening - To help students predict the content
of a listening passage.
Pairs
- 4 mins
Sts
look at pictures about the listening and some key content
words and try to predict the story of the listening passage.
7.
Listening - To check predictions about the story.
Whole
class / pairs - 5 mins
Sts
listen to the story and in pairs compare what they heard before
whole class feedback.
8.
2nd listening - To raise awareness of features of conversation.
Whole
class / pairs - 10 mins
T
asks sts: who was speaking most?; what did the other speaker
do when the main speaker paused?; Did the main speaker use
any 'set phrases' or 'fillers' to help her organise her speech
and gain thinking time?
T divides class into 2 halves and sets them a worksheet based
task, listening to identify any of the above - mentioned features.
Half the class listening for questions to show interest and
the other half for discourse organising features of telling
a narrative.
After listening sts compare with their partner and with the
tape-script.
9.
Sharing information - To pass on what students noticed
to the other half of the class.
Pairs
- 4 mins
T
reorganises sts to work with a new partner and show them what
they noticed.
10.
Controlled practice - To give controlled practice of the
phrases used.
Whole
class - 3 mins
Following
the tape-script sts listen to the cassette, repeating the
phrases of the interviewer and copying his intonation.
11.
2nd controlled practice - To give further controlled practice.
Whole
class - 3 mins
Sts
repeat the task but this time with the tape-script turned
over, trying to predict the phrases, T pausing the tape at
the right moments, then continuing listening to check.
12.
Preparation for 2nd speaking - To refresh memories about
students' own anecdotes keeping in mind the way that the speaker
on tape told hers.
Individually
- 2 mins
Sts
look at the tape-script and think of their own anecdote and
any ways to improve it.
13.
2nd speaking - To retell students' anecdotes and pay attention
to features of conversation.
Groups
of 3 - 12 mins
Sts
form new groups of 3 and retell their anecdotes, one person
telling, a 2nd listening and showing interest, while a 3rd
notes uses of: phrases to show interest and phrases to tell
an anecdote and help oneself when speaking, then change roles
twice.
14.
Feedback on activities - To give students a chance to
evaluate their performance.
Individually
/ pairs - 4 mins
Sts
answer self evaluation questions about the comparison between
their 1st and 2nd speaking turn, how or whether they used
the phrases to show interest and what they thought about the
usefulness of the lesson.
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