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THE IMPLICATIONS OF TEACHING CONVERSATION IN THE CLASSROOM WITH SPECIFIC REFERENCE TO ADVANCED LEARNERS AND GENRE by Emma Metcalf
- lesson plan 2

Stage 1 - Warmer: Vocabulary and video Harry Enfield
Time: 10 minutes

Aims: Activate schema of teenagers and prediction for video extract.Vocabulary /expressions connected with teenagers. Fun

a. Give students table. Students decide which expressions are associated with parents and which with teenagers. S-S
b. Students watch video clip and check their answers. S S-S
c. Brief feedback S-S-T

Stage 2 - Listening: i. extensive ii intensive
Time: 15 minutes

Aims: Personalisation. Listening for gist. Listening for specific information: extracting expressions that make information sound interesting when speaking.

a. Students discuss teenage questionnaire S-S
b. Students listen x1 for general complaints and repeated word. S S-S
c. Students listen x2 and try to write down expressions to make his information sound interesting. S S-S
d. Feedback, giving out tapescript. S-S-T

Stage 3 - Looking at stress
Time: 10 minutes

Aims: To make students aware that stress and intonation is important when using this type of language.

a. Give students more expressions. Students have to work where the main stress would fall inthe expression. S-S
b. Feedback and drilling if necessary. S-S-T

Stage 4 - Controlled practice
Time: 5 minutes

Aims: Controlled practice of expressions.

a. Give students dialogue A. Students have to adapt dialogue using expressions to make the story sound more interesting.

Stage 5 - Free practice
Time: 15 minutes

Aims: To practice expressions in a fun context that could be transferable to real-world sitations. Recycling of language to show interest looked at in a previous lesson.

a. Give students a situation a teenager might find themselves in. Students (paris or individually dependingon numbers) think about what happened. S or S-S
b. Students mingle and tell their story using expressions to make their story sound more interesting. Students listening have to respond appropriately. (Really?/ No!/ No way! Etc) S-S-S-S
c. Feedback with most interesting story. S-S-T

Stage 6 - Homework - Find an article/story that you find really intersting incredible to tell the class about in the next lesson.

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