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Republica Dominicana


LEVEL: Conversation TEXTBOOK: Contact US! Unit 6
CLASS: Advanced, Unit 6 DATE:

Lesson By the end of this unit students will be able to:

Lesson Dealing with complaints and checking
Objectives: Listen for overall purpose and details of call and feelings of a caller;
Topics information Deal with complaints and checking information; Use word stress;
Time: 7 hours and 20 mins. Read and synthetize info from a complaint letter and explain;
Pages: 58-68 Language skills: Use modals supposed to, need to, have to, must to express
Life skills Humor, friendly or furious
Materials: Contact US! book/wb; pictures, Dealing with complaints and checking information
Hard skills
Acknowledging how the customer feels, making sure you
Equipment Book, workbook, radio, realia. Soft Skills understand and taking action.

Warm up Books closed, write the word “complaint” on the board and have ss brainstorm what comes to mind when they hear and see 15 mins
Introduction this word. What some follow up questions like: What/why do people complain about? Do you ever complain about services?
A. Listening: The (Use TPS). Go over the strip cartoon Dan and Dora and have ss students express their minds about it. 10 mins
call Books open: Introduce the unit by leading them as follows: 1st the title; 2nd the pictures; 3rd the vocabulary. 10 mins
Pre-teach new words: vocabulary: (to) bill, off-peaks, roaming, recap. When teaching vocabulary, include the following; 10 mins
Meaning, form, pronunciation and use. As you take your students through the information, follow this order:
During listening: 1st listening with books closed for general understanding (the gist); 2nd listening with books opened s's answer 20 mins
global questions. Play it a 3rd time for details. Post-listening: Discussion, interpreting, analyzing and synthesizing. Options:
Simulation, role-play, an alternative ending, talk about feelings of the caller, how to manage stressful calls.

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Presentation 1 Connect the language input box to “the call”. S's learn how the modals are used to express obligation. KASA. S's work 15-20 mins
B Focus on Language with the listening transcript to find examples and deduce meaning. What concept does the language structure represent?
(Semantics). Ask questions like: What are you allow/ not allow to in a museum? S's learn language to express and
interpret ideas with clarity. Elicit or explain the rules. Present example sentences. Model the task. Students complete the
task. Check answers with the whole class. Follow the previous steps to explain passives. 10 mins
Phrasal verbs: Explain them by providing synonyms and definitions. Provide examples with them. E.g. The revisions 15-20 mins
added up to a lot of work. They set up howls of protest over new taxes Explain and model the task. Ss complete the task.
Check answers with the class. Prompt s’s to use the phrasal verbs.

Presentation 2 Active listening: Elicit ideas and experiences. How can you become an effective listener? Have ever felt as if other people 15-20 mins
C Soft skills (Active don’t really listen to what you’re saying? How can you tell when someone is not really listening actively? Have ss look at
listening) the transcript of the call and highlight where the agent uses sentences for acknowledging how the caller is feeling,
making sure they understand and taking action. Pair work: First have ss work in pairs and discuss the possible questions
to the exercise on page 61 (2) and then role-play the scenarios 1 and 2.
Checking information: Follow the previous step here.
Optional: Act it out: Choose one or two couples to act out the scenarios for the whole class. Agent and caller, role-play 20 mins.
the conversation. Seating arrangement: s's back to back so they don't see each other's face.

Presentation 3 Explain when unstressed words can become stressed to make a particular point. Introduce the topic and elicit or provide 10 mins
D. Pronunciation: more examples. Model the pronunciation. Explain and model the task. Ss complete the task in G3. Check answers with the
Word stress and class.
meaning (1) Go over exers. 4, 5 pg. 63. Give them some time to come up with situations in which the word stress can lead to confusion 15 mins.
or understanding like the one on the bottom of pg. 63. Have them practice it and act it out for the whole class.
Assessment/Evaluation Use CCQ's so s's can point out, distinguish, contrast.
Remedial Activity Mingle sentences, pronunciation contrast, and instant feedback to writing.
What have you learned today? Performance correction feedback, 60 seconds speech.

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Day 2

Presentation 4 Warm up: Have ss recap everything they learned the previous day. Connect what they already know to what they 10 min
E. Read and Explain are to see in today’s class.
Get ss interested by telling them what they are going to read about. Make the reading more interesting by relating 5 mins
the topic to the ss’ own experiences, people in their families or people they know.
Pre-reading: predict from the title and pictures. During reading: 1st reading s's skim main ideas for just one min, 10 mins
(individually); 2nd reading pair work: s's scan specific vocabulary or info to answer questions. Post-reading: role-play, 15-20 mins
swap roles. Have ss synthetize the info in the letter. 15-20 mins

Presentation 5 Get ss started by writing these questions on the board: Is humor part of the Dominican culture? Do you normally 15 mins
use sarcasm or irony when complaining? Are you fond of American sitcoms, such “Friends”, “Two and a half men”;
F. Intercultural matters: “The Big Bang Theory”? Have ss read the info on pag 65, the debate similarities and differences in the two cultures. 20 mins
Humor; Friend or Go over the exercises pages 66 and 67. Use TPS. Then CCQ's= Concept checking questions.
furious?; Responding to

Presentation 6 Have ss work in pairs. Books closed, give clear instructions. Ask ss to use all the information and questions they have 25-35 minutes
learned throughout the unit. Allow them some time to get prepared. Have assisting teachers help with the activity. 1
G. Role Play teacher for two pairs. Either model the task with another teacher or student or have a quick pair perform for the whole 5-10 mins
(Fluency task) class. Once they are ready, have them do it simultaneously. Finally, have some other couples perform it.

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Assessment/Evaluation CCQ's: Explain procedures, give instructions, write a complaint letter. S's self-evaluation. Class feedback. 40 mins
Remedial Activity Specific phonological problems, mini-debates, re-teaching,
10 mins
Closing Activity/wrap Have students sit in rows and open their books to page 34. They complete the self-evaluation quietly.
up Wrap up: Have students take turns and express how they have felt in class so far, and how they have felt during 30 mins.
that particular class. Pay attention to what they say and their facial expression while they talk.

Reflective teaching: What did I do?, What was important about what I did? Did I meet my goals? How well did I do? What worked? What
do I need to improve? What should I do next? What's my plan / design?

SWBAT= Students will be able to

TPS= think, pair, share: individually for a minute, later in pairs to compare answers, and finally share their answers with the whole class.
CCQ's= Concept checking questions.
Pdp's= pre, during and post stages.
KASA=knowledge, awareness, skills and attitude.
Life skills are behaviors used appropriately and responsibly in the management of personal affairs. They are a set of human skills acquired via teaching or direct
experience that are used to handle problems and questions commonly encountered in daily human life.

Hard skills include the specific knowledge and abilities required for success in a job. Examples of hard skills include computer programming, web design,
nursing, finance, electrical, legal and other quantifiable skills that are included in job requirements.

Soft skills include your interpersonal (people) skills. They are the personal attributes needed for success on the job, and are less quantifiable than hard skills
which include specific knowledge and abilities. Soft skills include attitude, communication, creative thinking, work ethic, teamwork, networking, problem
solving and critical thinking.

Culture as Knowing about: all cultural aspects, information, facts, data, knowledge. S's need to master information about the culture. What do they do/ what
do they know?
Culture as Knowing how: includes aspects that consist of skills, actions, doing, participation, behavior, saying, touching, looking, standing, proxemics, customs,
traditions, use of technology, and relationships. S's need to adapt, integrate and say things in the manner of the people of the culture, changing their

behaviors. How is it said? How is it done?

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Culture as Knowing why: deals with understanding basic values, attitudes and assumptions. Probing, analyzing, explaining cultural phenomena they encounter.
Why do they do it? Why isn't it done a different way?
Culture as Knowing oneself: deals with the s's values, opinions, feelings, questions, reactions, thoughts and ideas in his/her own culture. S's need to
understand themselves and their own culture as a means of understanding, adapting to, or integrating into the culture. S's decide to what extent they accept,
explore, or become part of the culture. Reflection. How do I feel about this? Would I ever do it?
Remedial activities

1. Reteach the material s's had issues with.

2. Peer-teaching, small group discussions.
3. Multiple choice, fill in the blanks grammar exercises.
4. Pronunciation drills, leave the odd sound, cross out the similar ones, match the same sounds, write down examples of words with these sounds.
5. Write examples with the grammar structure, assign a composition as homework.
6. Use the vocabulary in a conversation, match words with their synonyms to recap the language summary taught in the introduction.
7. Grammar mingle, cut out pieces of paper with parts of a sentence ask groups to rearrange the parts to find the original sentence.
8. Unscramble words, sentences, paragraphs, etc. recycle the reading, listening passages and reuse them to reteach vocabulary, pronunciation, structure and
9. Assign presentations for next class, start with a one-minute presentation, and so on.
10, Word bingo.
11. Use stations to teach or reteach some structures.
12. Use TPR to teach sounds.



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