(共20张PPT)
Stephen
TP 7 Speaking
What’s happening
What are they doing
Listen and put them into correct blanks.
a.Rajeev got something wrong and it was a personal thing.
b.Jan worried about Kelly because Kelly was not happy in France.
c. Sun told Lucia how to get to the Paul’s.
Conversation 1:
Conversation 2:
Conversation 3:
Listen and put them into correct blanks.
a.Rajeev got something wrong and it was a personal thing.
b.Jan worried about Kelly because Kelly was not happy in France.
c. Sun told Lucia how to get to the Paul’s.
Conversation 1:
b
Listen and put them into correct blanks.
a.Rajeev got something wrong and it was a personal thing.
b.Jan worried about Kelly because Kelly was not happy in France.
c. Sun told Lucia how to get to the Paul’s.
Conversation 1: b
Conversation 2: a
Conversation 3: c
Read Handout 1 and Think:
Which expressions 1-8 in the conversations have a similar purpose to a-c
a.Maybe it's none of my business but …:
b.lt's a difficult situation.:
c.l'd prefer not to answer that.:
a.Maybe it's none of my business but …:
b.lt's a difficult situation.:
c.l'd prefer not to answer that.:
1
2
a.Maybe it's none of my business but …: 1,3,6
b.lt's a difficult situation.: 2,5,8
c.l'd prefer not to answer that.:
4,7
a.Maybe it's none of my business but …: 1,3,6
b.lt's a difficult situation.: 2,5,8
c.l'd prefer not to answer that.:
4,7
I don’t mean to pry, ...
/mi n t pra /
I can’t really talk about it right now.
/t k ba t t/
It’s just a personal thing.
/d s t /
Choose the expression of 1-8 and finish the following conversations:(Handout 2)
1 I don’t want to be nosy but
2 it’s a bit delicate
3 I don’t mean to pry, but
4 I’d rather not say
5 it’s just a personal thing
6 if you don’t mind me asking
7 I can’t really talk about it
8 it’s kind of complicated
1
7
Just for reference:
1
7
3
4
6
2
4
Just for reference:
You are divided into two groups. Ss in group A read Handout A. Ss in group B read Handout B.
A1: Cici A2:Jenny
A3:Jarvis
B1:Lee B2:Carousel
B3:Joy
Plan what to say in each situation.
You are divided into two groups. Ss in group A read Handout A. Ss in group B read Handout B.
Example:
If Tim is in Group A, John is in Group B. Tim’s and John’s number are 1.
What do they need to read
Tim: Handout A Situation 1
John:Handout B Situation 1
Talk about the situation with your partners in BORs.
Content feedback.
What answers did you get from the people you talked to
Language feedback.
Thank youTrainee’s Name Course Date TP Level Number of Students Length
Huang Xiwen(Stephen) CN410 09/2023 2024.1.19 7 UI 11 45 min
Main Aim Lesson Focus
By the end of the lesson the students will have practised their speaking for fluency in the context of speaking tactfully in different situations. Speaking and functions
Subsidiary Aims Personal Aims
By the end of the lesson the students will have revised and extended their knowledge of functional language used for speaking tactfully in different situations. 1.To shorten TTT 2.To give feedback to Ss 3.To keep pace up in the whole lesson
Materials Target sentences/Vocabulary
Self-designed slides and handouts with some self-designed activities Some activities adapted from English Unlimited B2+Student’s book, Alex Tilbury &Leslie Anne Hendrawith David Rea &Theresa Clementson, 2011, p.60 Visuals - 1.prefacing sensitive questions: Maybe it’s none of my business, but; … 2.signalling sensitive topics: It’s a difficult situation; … 3.avoiding topics: I’d prefer not to answer that; …
Class Profile:
There are eleven students in the classroom, with the majority of them being from China. Most students actively engage in sharing their views with others. However, they demonstrate weakness in analyzing the structure of the language.
Anticipated Problems with Tasks and Classroom Management Solutions
The listening task, which provides the necessary language to complete the speaking task, consists of six questions and requires more time. This could potentially result in insufficient time for the speaking activity. I will adapt this listening activity by asking students to put the summaries of three conversations in the order they were presented in the recording. This adapted task will also provide the necessary language and can be completed in a shorter time.
Some weak students may find it challenging to identify functional language in conversations that serve a similar purpose to a-c. This task may take longer time. Ask students to work in pairs and complete the task.
The speaking task (Exercise 4) consists of six situations, which may put pressure on students to complete this task. I will tell students to choose some of the situations. They do not have to feel pressured to complete all of them. If they complete the chosen situations, they can then proceed to finish the remaining ones.
Language Focus (MPF)
Language analysis of Meaning, Pronunciation and Form (MPF). Include how you will convey and check meaning, any check questions, illustrate meaning/form/pronunciation, board plan, presentation and practice of pronunciation features of the language you plan to teach and state what you anticipate will be difficult for students and how you plan to deal with it.
Language analysis
Analysis - MFP Anticipated problems Solutions (include CCQs, timelines)
I don’t mean to pry, but it’s something wrong. M - It is about something is none of my business, but.... F - fixed pression P -/a d nt mi n t pra / Problems with meaning Ss don’t understand the word “pry” and fail to recognise the function. Problems with form Ss may use it as “mean to prying” rather than “mean to pry”. Problems with pronunciation Ss pronounce the word “pry” into /ple /. Does “pry” mean someone try to find out information about other people's private lives Yes. Is this sentence used to say “maybe it’s none of my business, but... ” Yes. T highlights the form of the sentence. (3) Listen, /ple / or /pra /, which one is correct The first one.
I can’t really talk about it right now. M - I’d prefer not to answer that. F - fixed pression P -/a kɑ nt ri li t k ba t t/ Problems with meaning Ss may think that the speaker have no ability to answer this question. Problems with form Ss may use other prepositions when using this expression, for example, “I can’t really talk of it.” Problems with pronunciation Ss cannot pronounce “talk about it” by using linking. Does it mean speaker having no ability to talk about it No. Does it mean speaker doesn’t want to talk about it Yes. T highlights the form of the sentence. Listen, /t k ba t t/ where are the linking T demos two linking parts to Ss.
It’s just a personal thing. M - It’s a difficult situation F - fixed pression P -/ ts d s t p s nl θ / Problems with meaning Ss may think that the speaker is not willing to answer. Problems with form Ss may leave out the word “a” when using this expression. Problems with pronunciation Ss can’t pronounce “just a” by using linking. Does it mean the speaker doesn’t want to answer No. Does it mean it is a difficult situation Yes. T highlights the form of the sentence. Listen, /d s t / where are the linking “ta”
Lesson Procedure
Stage & Time Aim ◎ Interaction Procedure Tutor’s Comments
Lead-in 3 mins To engage students in the context of the lesson. T-Ss S 1.T shows a picture from textbook and describes a situation: What’s happening What are they doing 2.Ss think and nominate one or two Ss answer the question.
Listening for gist 8 mins To provide a model of the task students will do later in the lesson. T-Ss S 1.T asks Ss to listen to the tapes and put them in correct places: a.Rajeev was unhappy, and his friend asked him why. b.Jan worried about Kelly because Kelly was not happy in France. c. Sun told Lucia how to get to the Paul’s. 2. Tell students to type the answer in the chat box. 3.Ss finish the task on their own in 3 mins. They type the anwer in the chat box. 4.T checks the answer. Conversation 1:b Conversation 2:a Conversation 3:c 5.T gives Ss feedback. If a student's answer is incorrect, encourage the students who have the correct answer to explain their reasoning. This promotes peer learning.
Noticing 4 mins To provide necessary language to complete the task. T-Ss S-S T gives Ss handout of the functional languages. Ask Ss: Which expressions 1-8 in the conversations have a similar purpose to a-c: T asks Ss to do it in pairs in 2 mins. ICQs:Do you need to put the number in the correct blanks Yes T checks the answers as a whole class.
Practice functional languages 6 mins To ask students to practice target language in the given context. T-Ss S S-S 1. T asks Ss to choose expressions of 1-8 and fill in the blanks. Different answers are possible. T demos the first one to Ss. Do you think the speaker wants to pay attention to this thing No. Do you think the listener thinks it a difficult situation Yes. T asks Ss to fill it on their own in 3 mins. T asks Ss to check the answers in BORs in 2 mins. T checks answers with Ss.
Preparation 4 mins To generate ideas in order to promote speaking production. T-Ss S Ss are divided into two groups. Ss in group A read Handout A. Ss in group B read Handout B. Ss decide how to approach each situation and plan what to say individually in 3 mins. T demos the first one to Ss. If Tim is in Group A, John is in Group B. Tim’s and John’s are 1. Handout A: Handout B: What does Tim read Situation 1 in Handout A. What does John read Situation 1 in Handout B.
Speaking 15 mins To practice speaking for fluency. Ss S S-S 1. Ss are asked to talk about the situation with their partners in BORs in 8 mins. (1) What do you need to do now Talk about it with your partners. 2. T monitors Ss in BORs. Collect some ideas and sentences from Ss. 3. Ss share their views in the main room.
Context and language feedback 5 mins To indicate the end of the task. To highlight students’ communicative achievement. To upgrade students’ language accuracy. To provide language relevant to the students’ needs. T-Ss S Ss are asked to share their views: If Kayley and Jean are in group A. Kayley, what does Jean say in BORs Jean, what does Kayley say in BORs T asks Ss to correct the mistakes of wrong sentences on the screen: Tom, does anything wrong in this sentence T praises Ss.
