Cambridge Delta Lesson Plan

Name Ben Facer Level Intermediate Date Length 30th March 60 2011 minutes Focus Explaing what you need in service encounters

Class Profile: The class consists of 15 students all of whom are intermediate level. There are eight nationalities including two Turkish, one Venezuelan, two Koreans, three Saudi Arabians, two Colombians, two Brazilians, a Bosnian and a Belgian. There are eight women and seven men and the ages range from 18 to 42. The grou has seen some recent changes. Many people have left and new people arrived and so we are at a stage where many are getting to know each other still. As such the rapport within the group is still somewhat apprehensive and there are some shy students. Having said this there remains a pleasant dynamic. Kyu has an excellent accuracy rate but takes some time to formulate what she says, which can frustrate other students. Both Cesar and Andrea are fluid speakers, Andrea much more so, however this is at the expense of their accuracy. Cristaine and Isabelle are both very fluent, formulating syntactic chunks of language quickly and able to compensate well. What they do lack is confidence and are both somewhat apprehensive to speak infront of class. Faiz, although strong on vocabulary and grammar, finds it difficult to formulate intelligible utterances of any more than two or three words. This also translates to his written work so I suspect this is not a problem unique to his speaking ability but more to do with his processing skills. Jin is one of the newest members of the class and he has significant pronunciation issues that hinder communication. His is reasonably fluid although I believe his pronunciation is affecting his confidence. After carrying out a class questionnaire, I found that Class Fit: The lesson comes in the last week of a 12-week general English course. Students on the intensive course study elective classes all day on Monday, which can be general English, Business or IELTS preparation classes. The general English class I teach runs Tuesday to Friday. The course book we are using is New Inside Out, although there is significant scope for the use of supplementary material. The focus of this weeks module is clothes. As such, we have been focusing on vocabulary and collocations concerning this. Prior to this lesson the class will have reviewed different materials

associated with clothes and materials in general which is aimed at preparing them for the paraphrasing they will have to do. We will also have looked at common framing language for polite requests and sales enquiries with regard to buying clothes and also complimenting. The class is already familiar with doing role-play activities, as this is something that I regularly do. This lesson will later lead into some general discussion about shopping then there will be a follow up lesson focusing on complaining and taking goods back to a shop. Finally, next week they will be asked to wrie a letter of complaint. Main Aims: To introduce and practice a series of paraphrasing structures To provide an opportunity to practice service encounters using these structures Subsidiary Aims: To review the interactional routines associated with service encounters To present a number of pieces of new vocabulary and common phrases To review some vocabulary from a previous lesson Outcomes: Learners will be better able to explain what they are looking for during a service encounter They will better able to respond appropriately to certain formulaic language They will be familiar with some useful new vocabulary and common phrases.

Assumptions: The majority of students should find the role-play activity useful and engaging as they have already expressed a desire to practice functional language. Some students may have heard or even use some of the target language but the majority will be unfamiliar with them.

Anticipated Problems and Solutions:

Service Encounters Stage Introduce context Timing 5 mins Aim To introduce the context and activate students schemata Provide an opportunity to here the target language in context. To remind students of the common language features found in a service encounter routine. Identify the stressed words in the target language. Procedure ? Material s Interacti on S>S S>T

Listening

15 mins

Focus on pronunciation

5 mins

Controlled Practice

7-8 mins

Practise using the target language.

T plays 3 service encounter dialogues. Sts note how many times each person speaks. Sts discuss in pairs and feed back. T hands out transcript and replays. Sts underline TL. Sts discuss in pairs and feed back to T. Sts work in pairs and mark the stressed words on their handouts. Sts feed back to teacher. T drills chorally and individually. In pairs students describe various objects to each other using the TL. T monitors. In pairs, sts put a service counter dialogue in the correct order then feed back to T. Sts practice dialogue in pairs. Sts are given two products they dont know the name of. They brainstorm ways of describing them using the TL. The class is then divided into

Handout 1 MP3 files on computer

T>S S>S S>T

Handout 1

S>S S>T T>S

Handout 1

S>S

Further controlled practice context

7-8 mins in

Free practice

15 mins

Review routines used in service encounters. Provide further controlled practice with common phrases and TL. Provide further extended practice of TL within a service encounter context.

Handout 1

S>S S>T S>S

Flash cards

S>S

customers (As) and shop assistants (Bs). Sts must shop around to find their product. The process is repeated for the second group on students.