by Małgorzata Bryndal
Stage 1 - Warmer:
- to focus SS’ attention on the theme of the lesson and set the context;
- to encourage discussion.
Timing: 5 mins
Procedure: SS & T seated in a circle. T starts the lesson by telling SS an anecdote about a household problem she has recently experienced. T encourages SS to ask any questions about the anecdote.
Stage 2 - Discussion (capturing emerging language):
- to engage SS in a discussion about their experiences of household problems and practice their speaking skills;
- to personalise the context of the lesson;
- to recycle vocabulary from previous lesson in a new context;
to give SS a chance to take ownership of the lesson and generate language they need to express their ideas on the topic.
Timing: 8 mins
Procedure: T asks SS about similar experiences of household problems they have had and lets the discussion develop.
SS talk about common problems in the house and services for the home.
T keeps her profile low and facilitates the discussion only when necessary, by prompting ideas, providing required vocabulary.
While SS are discussing T makes a list of any emergent language pertaining to household problems SS mention and writes it on the board (e.g. power cut, gas leak, blocked sink, water leak, breakdown, fault etc).
Stage 3 - Reaching a consensus:
- to recap the discussion
- to practise real-life communication skills
- to foster SS cooperation
Timing: 5 mins
Procedure: T ask SS to look at the board and check if she has included all of the problems SS talked about. Then T asks SS to sort the problems from the most to the least common ones. SS work as a group and decide together on a final order of the problems. T asks one S to rearrange the list on the board.
Stage 4 - Looking for information about services:
- to practise real-life skill of looking for information using the reading technique of scanning;
- to prepare materials needed for the next stage of the lesson (role play);
- to encourage learner autonomy.
Timing: 14 mins
Procedure: T asks SS to discuss who can assist them with solving the problems they talked about.
SS generate a list of service engineers and other professionals, one S notes them on the board matching the problem with an engineer type (e.g. blocked sink – plumber, power cut - electrician etc.)
T asks SS how/where they can find information about these service men, accepts their ideas.
T puts SS in pairs and asks each pair to find the information about one of the specified serviceman, in the resources available in the library (phonebooks, internet, other local information guides). They are to find a name, address and telephone number.
SS work in pairs, locate the needed resource in the library and retrieve required information.
T asks SS to come back to their seats and ascertains that everybody has their information by asking if everyone has got an address, telephone number and the name of their serviceman.
Stage 5 - Preparation for role play
- to focus SS attention on language used whilst telephoning and expressions needed to book a service call
- to let SS provide clues and structure for a telephone conversation with a service provider
- to prepare SS for the life-like role play
- to build confidence for the role play through prep work in pairs
Timing: 10 mins
Procedure: T asks SS what kind of thing they would like to know before booking a service call accepts their ideas and puts them on the board. (e.g. prices, availability, how long it will take to fix the problem etc). Then elicits questions SS would need to ask to get this information. Puts them on board in cued form. E.g.:
SS are then asked how they should start and end a formal telephone conversation. T accepts ideas, puts them on board in short note form. E.g:
I’ve/ problem …
SS are put in pairs. T asks them to order the stages of the telephone conversation from the cues written on the board. SS work in pairs.
T asks one pair of SS to present their idea of the telephone call, asks other SS if they have any other suggestions.
Stage 6 - Role play:
- to give SS freer practice of speaking
- to implement language that has emerged during the lesson in the context of home problems
- to facilitate learner autonomy and build confidence through pair work in the role play
- to promote SS interaction
Timing: 13 mins
Procedure: T puts SS in pairs.
Each pair selects a different problem they discussed at the beginning and a relevant service provider.
T tells each pair to establish which S in the pair is a service provider and which is a customer.
T asks SS to conduct a telephone conversation between a customer who wants to book a service call and a service provider taking bookings.
SS conduct a role play.
T monitors and notes down any good emerging language, and any problems worth discussing after the role play.
At the end of this stage T recaps the activity asking each pair a question relating to their conversation, e.g: When is your service man coming? How much will you have to pay? How long it’s going to take them to fix it? Is the service expensive? Was the provider polite on the phone? etc.
Stage 7 - Feedback:
- to praise good use of language
- to highlight errors and encourage peer correction
- to avoid direct correction and eroding confidence
- to foster SS cooperation
- to thank SS for good work during the lesson
Timing: 5 mins
Procedure: T first commands SS on good language uses and gives them examples.
T puts a few selected errors on the board and asks SS to discuss in groups how to correct them.
T feedbacks their answers. Checks with the whole class if the errors have been corrected properly.
T sets homework, thanks the class for good work.
To the lesson reflections
To the article