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Lesson 5 rationale The final lesson in this sequence aims to review all the target language that’s been introduced. This includes functional language and phrases for:Showing you understandShowing you don’t understandChecking what was saidGiving directions (basic vocabulary)Asking for recommendationsGiving recommendationsResponding to recommendationsFollow-up phrasesThe above areas have each been covered rather generally, normally with 2 or 3 chunks of language being introduced. The function of giving recommendations, perhaps the primary outcome of the lesson sequence as a whole, has been covered in a bit more detail.There will also be some new language introduced in Lesson 5 – phrases for requesting information. This is unlikely to be challenging for the learners and they may be familiar with the phrases (e.g. ‘what type of bar do you like?’), but the focus is on giving them some simple chunks to help frame the roleplay activity, which is the main task in this lesson.StagesLearners will begin by reviewing language taught in previous classes. This should take around 10 minutes, and will include some brief choral drills (and a miming drill) to refresh their memories. We will then move on to introducing the target language. This is done through a listening activity – a conversation in a tourist information centre. This serves a dual purpose. Firstly, it exposes students to the phrases needed, and secondly it models the roleplay which students shall perform.The target language will be consolidated through choral drills. I will attempt a drill to a beat (like a jazz chant) to highlight the weak forms in a particular phrase. I’ve only modelled a phrase like this once so I’m hoping it will work. I will also try out a pattern (substitution) drill. I’ve been doing a lot of choral drills this week with the students so they should be willing to participate.Learners undertook a preparatory task in the previous lesson where they learnt about bars in Edinburgh. They will be using this information in today’s and we may refresh knowledge of this briefly. I predict that the first ‘take’ for the roleplay activity may be slow, as it is quite a high order task and learners may spend time referring to their notes, recalling phrases, processing information they are given, etc. From experience, it may even take a few repeats of the task for students to really settle into it. I may hold back from upgrading any language while students are still settling into the task, but will correct any TL errors where necessary.Note, the roleplay task does aim to replicate an authentic situation, but for classroom purposes there will be some more contrived features. Firstly, the ‘tourist information officers’ will have a map of the area where the pubs are located, naturally they would just show this to the customer. But to maximise use of the target language, I’m asking them not to do so, so all directions are verbal. Also, customers will be instructed to misinterpret information or reject certain recommendations, to add a bit of unpredictability to proceedings.Should any time be left after the roleplay activity, error correction will be undertaken. This will cover any target language from the sequence of lessons.ExpectationsThe learners have performed very well so far when using the functional phrases we’ve covered. However, some problems still persist (see lesson plan). Also, the preparatory reading task yesterday was very challenging, and it may be hard for learners to critically evaluate the information they were given in a roleplay situation. Having seen how well they interact in mingle, group and pair activities, I have every faith that they will attempt this roleplay, despite difficulties, and will use an ample amount of the target language. Hearing about 60-70% of the target phrases introduced in these five lessons would be nice – it would be unfair to ask for more given the students will be undertaking quite a pressured task.Class levelIntermediateLesson Aim(s)Students will learn and practise phrases to ask for information in the context of a ‘tourist information office’ roleplayStudents will review the following functional language points Making/asking for recommendationsResponding to recommendationsShowing understanding/lack of understanding Giving directionsSub Aim(s)Students will review and use vocabulary in the context of bar reviews (authentic material used in the previous lesson)ObjectivesFunctionalThe lesson will review functions covered over the previous 4 lessons, which will include:Making/asking for recommendationsResponding to recommendationsShowing understanding/lack of understandingGiving directionsA new function introduced for the roleplay will be:Starting/ending a conversationRequesting informationLexical‘Tastes’cheersLesson will review any of the following language in context:Directions vocab (lesson 1):Junction Crossroads Go past… turn left/right You’ll see….It’s on the right/left (hand side)Recommendations (lesson 2 – see linguistic aims):Recommend/recommendation Not worth, well worthDescribing bars (lesson 4)In the heart of… Extensive Headliners Gig/concertGenerously portioned Portion Premises Award-winningAmbient/ambienceLinguisticNEW INPUT:Requesting information:How can I help?I was just after some advice (statement)What type of bars do you like?Would you like to eat there too?Could you tell me where the pub is?Closing the ‘transaction’:Great, cheersYou’re welcomeStudents will be required to use any of the following phrases. Many will be reviewed at the start of the lesson:Recommendations (lesson 2)What’s the + (superlative) What could I + infWhat do you recommend? What I would do is + infWhat you want to do is + inf You could + infI wouldn’t _______ I wouldn’t _______ if I were youIt’s not worth + V-ing You might want to… +infUnderstanding/not understanding (lesson 1):Hang on... You've lost meLet me get this straight could you tell me how to get to…I didn’t quite catch that Responding to requests (lesson 3):To be honest Sounds great Sounds nice, (but)Actually, I’d prefer + to inf / NP to be honestThat’s good to knowFollow-ups to responsesFair enough OkPhonologicalPhrases and vocabulary above have been drilled in previous lessons. Any errors or difficulties will be addressed throughout the lesson, although primarily at the recapping stage, and as delayed feedback during the practice stages. NEW INPUT:Intonation:I was just after some advice (fall) – this is like an indirect questionStrong and weak forms:How can I help? - ha? k?n a? helpWhat type of bars do you like? w?t ta?p?v bɑ:s ?? la?kCould you… k???Cheers - ???zLearner Profiles______ (Italian) – from Sicily, a graphic designer and former art teacher. He has an English speaking girlfriend which is a motivation for his studies. Very good oral fluency. Picked up intonation for TL well in lesson 1. He has a tendency to be over-curious and often asks the same question when presented with a range of similarly acceptable forms – ‘which is more normal?’. He often continues to talk when the focus is on class feedback. Possibly a ‘field independent’ learner. _______ works well with _______ as a pair, they complement each other. He still has problems with the target language, ‘you can’ instead of ‘you could’ and ‘suggest/recommend + me’.________ (Spanish) – from the Basque region. Illustration graduate. Living with her sister in Edinburgh – her sister has a Scottish boyfriend. Wants to make more non-Spanish speaking friends. Works well with _______ in Lesson 1. Recognised intonation patterns well, perhaps has had a lot of training in this area previously? Really strong modelling of TL intonation last lesson, very natural. Could be used as the ‘pron model’ again if relevant. Shown awareness of idiomatic language in last lesson. Enjoys working with ________.__________ (Spanish) – psychology degree student, studying via distance learning. Osteopath. Really struggles with Scottish accent, says she often has difficulties in everyday situations such as DIRECTIONS. Looking for part-time work in Edinburgh, bar/babysitter etc. Keen note taker – but was writing notes during pron practice in lesson 2. Much more confident speaking one-to-one, such as before class starts. Field independent learner, analytical. Didn’t attend lesson 3. Attended lesson 4 somewhat unexpectedly so will be missing some phrases for the final task – she can familiarise herself with these during the review at the start of class. Worked very well with Javier who was supportive. ‘suggest me’ still a common error.__________ (Spanish) – trained teacher, worked as a producer. Wants a job in English speaking country. Could do with working on intonation patterns as can sometimes be unclear with statement vs question. Last lesson, she continually repeated the error ‘recommend me’. This was persistent throughout class, appeared in her notes and does not appear to be rectified. Error still persists after lesson 3. Worked very well during last lesson with _________. Beginning to volunteer more during feedback. __________ (Spanish) – lawyer. His field has opportunities in Scotland. He wants to improve his ‘global employability’. Interested in politics and economics… Was actually quieter than expected in this group dynamic. Occasional problems with /z/ (start of words) and /v/ (vs /f/) phonemes. No evidence of this in lesson 2, although he did try and use translation from L1 when giving structures for making recommendations (e.g. *under my point of view). Needed transcript (visual aid) to fully understand listening task, possibly his weakness. Works well with ________. Problems with TL from lesson 2 persist. A very good reader, good scanning skills. Well prepared for final task.__________ (Spanish, Colombian) – Studying for FCE, says level is C1. Wants to practice pronunciation and speaking. Asks lots of questions about metalanguage (e.g. morphology, tenses). Wants to be an English teacher. One of the stronger students, may not be the best to check instructions with as most likely to understand them. In lesson 2 she digressed often with many questions, not all relevant and some with strange references to tenses which may confuse others. I graded instructions a lot for her in Lesson 2 and she appeared condescended by this, yet still got the task a bit wrong. Works well with _______. Big problems with intonation patterns, can sometimes lead to misinterpretation. Practising collocations in her own time, asks for help outside class._________ (Spanish) – her two friends are here, doesn’t want to be here over the winter! Wants to meet more non-Spanish speaking people in Scotland. Very quiet across both lessons. Seems unclear regarding instructions, and didn’t benefit from working with ________ much. Working with ________ has totally changed her – she is very confident. Her intonation was far more natural in Lesson 3, and I used her as a model for the choral drilling. Wasn’t in lesson 4, will have to take on a ‘customer’ role if she turns up today._________ (Spanish) – baker, from the Basque country. Can’t find a job, been looking here for two and a half months. Good range of communicative strategies and very expressive, which helps her get her message across. Keen note-taker. Good friends with _________, and the two have a nice rapport across the class. Clear and purposeful in communication, clearly enjoys her studies. Is interested in Ceilidh dancing – is learning a bit about Scottish culture.__________– Iranian (Arabic speaker). Lived first 8 years in England, seems a natural speaker with very good intonation. Works well with _________ now. Very strong listening skills, and a natural communicator. Sharon has shown range of vocab – ‘a must-see place’ was a good contribution. Weaker at reading, needed some support in Lesson 4. I aim to correct her often as her level is high.Anticipated problemsReview of previous lesson overrunning This must not happen. I want to make this as brief as possible so I will not spend too long on topics such as ‘giving recommendations’. We introduced about 7 forms, a brief recap of 3 or 4 will suffice. Make sure the students don’t spend to look thinking of ideas, strict 3 minute time limit, remind them (‘1 min remaining’)Staging for listening activity could overrun like last time, particularly eliciting the target languageHopefully, this will be ok should we gain time from the brief review If not, be strict on the following:First listen (90 seconds)PW compare (not more than a minute)Second listen (90 seconds)PW compare (not more than a minute)Keep it snappy, force students to go with their instinct for the pronunciation rather than thinking of every individual wordStudents may request the written form of the target languageI am reluctant to write this on the board. I think it might be best to follow this patternStudent: how do you write it?Teacher: what’s the phrase, say itStudent: I was just after some adviceTeacher: how many words (say phrase slightly slower if needed)Student: 6Teacher: okLack of time for the roleplayThe roleplay must occur as students need freer practice of the target language, particularly as this is the only practice stage scheduled. The roleplay has been designed so it is adaptable to the time available. If students only have 6 mins, they can change partners only once, 9 mins, twice, 12 mins 4 times, longer = swap roles. They will definitely have time to complete the roleplay at least once, but the more they can, the more use of the TL they will get! Encourage students to keep pace at the start of class, especially during the listening. Strict, non-negotiable time limits are a necessity todayExtra student*________ missed lesson 4, but _______ reappeared. This means _________ is missing the target language from L3, but ________ missed the whole preparatory lesson for the final task. If ______ reappears she will have to work in a 3 with _______, who has planned well. If there are 9 students, two ‘customers’ will have to pair up for the roleplay, so I will make a couple card in preparation for that.Students lacking creativity in the roleplayIt may be that some students just don’t fall into the role they have been given. If this is the case, it will be disappointing as I’ve tried to make them a bit fun. However, if so I will just ask them to pretend they are going into the tourist information centre themselves (just to make it personal), and that they don’t know which of the bars to choose from. The TL can still be used just as well. In fact, if time allows I may conduct a ‘swap roles’ like this anyway, where the student asks for information personally.Classroom organisation for the roleplay activityI may have to adapt this after the first round of the roleplay. I think having the students in 2 lines makes sense, as then it is easy to get students to change partners. However, I’m worried that this layout may effect how well I can monitor the students. I will alter seating if necessary. Pairs finishing roleplay earlyIf this happens, encourage students to ad-lib and continue the conversation, make further recommendations about Edinburgh, etc.TimingStages/ContentMethodology/ActivitiesResources10 minsIntroduction, review of previous learningGreeting, board aim:‘to practise requesting information’‘To practise new language through a roleplay activity’. Explain to students that first we must see how much we remember!Give students a handout with vocabulary prompts. Tell them they have 3 minutes to complete as many of the phrases the can. They can work with their partner.After the 3 minutes, elicit correct answers, drill one more timeTeacher will then undertake a similar mime activity to the one used to practice giving directions in lesson 3. This will last no more than 2 minutes(remember to include ‘crossroads’ this time...)Board, pensHandout5 minsIntroduce listening activityListening for gist(this listening text models the roleplay task students will perform in the second half of the lesson)Explain to students that they will listen to a situation where somebody (me) is asking for recommendations. There are two speakers, one male, one femaleQ: Where in the conversation happening?(board options)a) barb) train stationc) tourist information centreQ: What does the person recommend?To eat at the Jingling Geordie / to visit a pub called ‘The Halfway House’After listening, Pairwork, then OC feedbackListening activity, speakers, computer10 minsListening for detail – eliciting today’s target languageAsk students if they heard any of the phrases we’ve learned in the text.Conduct a brief class discussion on this, no more than 2 mins (unless phrases are reported erroneously, in which case take time to correct)Explain that we will listen to the text again. Dictate the following questions:Q1) what is the first phrase I say in the text?Q2) note down any questions you hear during the conversationQ3) How does the conversation end?Students may require two listens for this activity, one for first notes, then one to check. Elicit the following answers:How can I help?I was just after some adviceWhat type of bars do you like?Would you like to eat there too?Could you tell me where the pub is?(don’t board the answers, keep them as spoken ‘chunks’)Listening textBoard and pens for questions if needed4 minsPronunciation, drill new vocabExplain that these phrases are very useful for the next activity. Conduct some choral/group drillsRemember to focus on connected speech, particularly with phrases like ‘would you like…’‘could you…’Remember intonation fall on ‘advice’ (indirect question) and ‘help’ (question)Drill the weak forms in phase one like so:Beat 1 2 3 4 after advice (I was just) (some)Pattern drill What type of bars do you like?What type of books do you like?….films, weather, food, drinks, etc.This is a very useful pattern for everyday conversation*students may have requested that the phrases be written on the board. Ideally, I don’t want to do this, but I also don’t want to deny them if they feel more comfortable with a visual aid4 minsRoleplay preparationStudents are instructed to look at the ‘bar information table’ they completed in the previous lesson. This has notes from the reading activity on a selection of bars in Edinburgh. As a quick activity to refresh their memory, ask the students to look over all the information and discuss which is their favourite bar(s), where they would visit and whyBar information sheets from previous day.I am putting a lot of faith in the students bringing this information. It will be ok if at least half the students do, as they can share4 minsIntroduce role play activityExplain to students that they will be doing a role play.Half the class will be tourist information officersHalf the class will be customersPre-teach/clarify: allergic, clubbing Each student will be given a role card explaining what they should do. They should read this carefully. At this point, they can ask any questions they have about the vocabulary on the card, to clarify their roles.The classroom needs to be arranged to allow pairs of students to face each other, and make it easy for the ‘inner circle’ group of students to move along one space.Stronger students will be tourist information officers, although both roles will be demanding. NOTE: there will not be time for students to swap roles. This means today’s target language will be used productively by one group, and for recognition by another. I admit this is a flaw. As more of the target language is produced in the tourist information role, this allows more time for the weaker students to gain exposure to the language for future use. If time does allow, students may simply swap role cardsRole play cardsOrganise the class accordingly14 minsRoleplay activityStudents undertake the roleplay. Tourist information officers must make relevant recommendations to the customers depending on the information they are given. Customers are instructed to do various things such as respond negatively to recommendations, show lack of understanding, etc.After 2/3 minutes (when conversations die down generally), the customers will move one space along. The role play is then repeated with a new partner. This continues for up to 4 different partners.Teacher MONITORS carefully. May make some interventions between each roleplay if TL is not being used, or is effecting comprehension.*possible upgrade*When students give directions, they might forget they are in the tourist information centre. I might offer up the phrase: ‘come out of here and turn left’Roleplay cards4 minsFeedback to contentCustomers discuss together (in pairs if preferable):Q: Who gave the best recommendation?Tourist information officers discuss together:Q: who was the hardest customer to deal with?6 minsFeedback to languageError correction slot, teacher conducts delayed feedback based on the notes they took during the role play.NOTE:Only correct TL from lessons 1-4 plus phrases from today’s lesson.Strong focus on the following, should they come up:*you can*recommend/suggest meCorrect ________ on any mistake made if relevantListen carefully for pronunciation errors in particularTeachers notes ................
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