Difference between revisions of "Could you?"
(Created page with ":'''Name of Teacher:''' Inandi Roux :'''Class/Grade/Language Level:''' Junior High School, Third Grade :'''Textbook and specific lesson:''' Sunshine 3, Power-Up Speaking...")
Latest revision as of 19:53, 14 July 2014
- Name of Teacher: Inandi Roux
- Class/Grade/Language Level: Junior High School, Third Grade
- Textbook and specific lesson: Sunshine 3, Power-Up Speaking 3, pages 34 & 35
- Goal: Asking for directions, using “Could you…”
- Preparation: print road / subway maps from different cities (to make it more interesting) and mark each map with a point “A” for “start” and point “B” for “finish.”
- Class time: 50 minutes
Time: 10 minutes
Interaction pattern: Teachers > Students, Students > Teachers
Purpose of procedure: Review how / when to use “Could you” from the previous lesson (p 30).
JTE and ALT to give examples of sentences with “Could you…” and ask students to work in pairs, making sentences to illustrate their understanding of the use of “could you…” Assist students as necessary.
Time: 15 minutes
Interaction pattern: Teachers > Students, Students > Teachers, Students > Students
Purpose of procedure: Students should understand vocabulary and phrases in asking for / giving directions from the textbook model.
JTE and ALT demonstrate the conversation by means of using the model in the textbook – one asks for directions and the other one gives directions. Ensure students remember the English for “go straight,” “turn left / right,” etc.
“Could you tell me how to get to..?” “We are at…” “Go to…” “Change to…” “Go left / right / straight” “Take…” "It’s on the left / right.”
Depending on the level of the class, more questions could be added into the conversation: “Which line do I take to go to...?” “How long does it take to get there?” “Where should I change trains / lines?” etc. Students should practice the conversation in pairs (p 34).
Time: 20 minutes
Interaction pattern: Students > Students
Purpose of procedure: Students to ask for / give directions, using the model on p 34 as framework / example. Hand students the printed road / subway maps – one per pair. Using the model in the textbook as a guideline, one student should ask for directions to point B, marked on the map, and the other student should give directions, assuming that both students are at point A on the map. After practicing for a couple of times, students switch positions in their pairs. Depending on the level and speed of students, they could also swap out the maps between other pairs and try different dialogues.
Time permitting; some pairs could do their dialogues in front of the class.