Lesson Outline A

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Lesson Outline A

Post  Kat on Tue Apr 22 2008, 18:57

Hey folks,

After seeing all your great mid-term lesson outlines, I thought I should upload mine as well. Please give me advice on how to improve the outline. Any suggestion is appreciated!

Looking forward hearing from you,

Kat


Lesson outline A- Situational Speaking Skills Model








General Objectives

Being Polite



Specific Objectives

Offer a seat

Offer to carry shopping bags

Ask for directions

Decline help







Dialogue:








I. Noticing



  • Let students cover the text and let them look at the picture.
  • Ask students what they see in the picture.
  • Ask students what the lady is doing in the picture.
  • Ask students what the boy is doing in the picture.
  • Let students read the text for themselves.
  • Ask students:


- What should we do when offering help? (body language, here, please)

- What does the lady ask? How does she ask? (“Do you know where…”)

- What does Tony offer to do for the lady? How does he do that? (“Do you want me to….”/ “Can I help you….”)

- What does the lady reply? (“Thanks, but I’ll be fine”)

  • Ask students:


- Do you offer your seat to other people? To whom? (elderly, people with injuries, pregnant women, disabled persons)

- Where can you offer your seat to somebody? (bus, subway, train, waiting room)

  • Get students in pairs and play the dialogue






II. Drill Exercise



1. Would you like me to press the button?

à Open/ close; the window/ the door?



2. Can I help you with these shopping bags?

à You/ he; me/ granny



3. Do you know where that is?

à Who/what; the lady/this



4. That’s very nice of you.

à Kind/ gentle; him/her



  • Perform drill chorally: teacheràstudents
  • Have student pair up and read the sentences to each other
  • First have students cover up the bold printed words. Teacher reads out the sentence and students have to provide the missing word by memory.
  • Same as above with underlined words
  • Ask students to think of more words they can add and let them write these words down
  • Have a pair of students come up to the front. Let one student read the first half of the sentence (“would you like me to”) and the other student have to add a NEW word (e.g. turn on the light) and vice versa. Let a new pair come up when they run out of new words.






III. Enunciation Drills

SOUNDS

welcome where few would why

you yes they why very

WORDS

quite look kind stone street

but-ton go-ing shopp-ing help-ful a-long


SENTENCES

Thanks, but I’ll be fine.

Here, please take my seat.

Yes, that would be very helpful!

Can I help you with those shopping bags?








  • Sounds: perform chorally: teacheràstudents
  • Form two teams: teacher reads out the sounds
  • Ask if correct or incorrect. Team with the most correct answers wins




  • Words: Teacher reads the words out loud randomly
  • Ask students how many syllabuses the word has and which syllabus needs to be stressed
  • Listen and repeat the words after the teacher




  • Sentences: perform chorally: teacheràstudents
  • Let as many students stand up as there are words in a sentence (1st sentence 4). Let them read out the sentence. The student with the unstressed word has to sit down while saying the word. If wrong, they have to repeat.


















VI. Controlled Practice – Ask for directions

Put the dialogue in the correct order

Lisa: At the traffic lights, take the first left and go straight on. It's on the left.

Anne: Excuse me. Is there a supermarket near here?

Lisa: Yes. There's one near here.

Anne: Thank you

Anne: How do I get there?

Lisa: Not really.

Anne: Is it far?

Lisa: Don't mention it!



  • Let students practice the dialogue in pairs.
  • The pair who is finishes first, plays the dialogue out in front of the class.










V. Production Activity:



Prepare a dialogue, using the picture: ask for directions.



Use the following expressions:



  • Pardon me excuse me
  • I’m sorry to bother you
  • I’m sorry
  • Where is (the) . . . ?
  • How do you get to (the) . . . (from here)?
  • How do I get to (the) . . . ?
  • Can you tell me how to get to (the) . . . ?
  • Can you give me directions to (the) . . . ?
  • What's the best way to get to (the) . . . ?
  • Thank you
  • You’re welcome
  • Don’t mention it
  • My pleasure




Note!



There are different titles that you use to address different people, depending on their gender (male or female), age, and whether you know their names.

When talking to a man, you will either use sir (if you don't know his name) or Mister plus his last name.

When talking to a woman who is married or over 30 years old, use ma'am (if you don't know her name) or Mrs. plus her last name.

When talking to a woman who is unmarried or under 30, use miss (if you don't know her name) or Miss plus her last name.

In the United States, there is another title which is used by women who feel that their age and marital status does not need to be part of their title: Ms.



1. Let students present their dialogue next class.

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