Expressions of Contrast/Concession (Listening/Speaking)

Teacher/s: Vincent Phinouwong

Level: Advanced 4
Date/Time: 11/16/2015
Goal:
Listening practice. Listening for expressions of contrast/concession (review). Role-play
as interviewers using expressions of contrast/concession.
Objectives (SWBAT):
Students Will Be Able To
1. Listen for understanding by paying particular attention to expressions of
contrast/concession
2. Listen to a dialogue for detail
3. Discuss questions regarding the dialogue
4. Practice using expressions of contrast/concession while role-playing as interviewers
Theme: Job Interviews/Nonverbal Comunication
Extensions: Student to student job interview role-play
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson:

(for example:
SS-T)

Activity 1:
Listening to dialogue about
hiring someone. (themed
around nonverbal
communication)

1.1 Pre-Stage:
T-SS
T reviews expressions of
contrast/concession (was
studied in the previous unit)
T highlights the importance of
listening for expressions of
contrast/concession as they
typically signal that the speaker
may be expressing positive or
negative points when sharing
opinions.
SS
T asks SS to make their own
opinion about NYC using an
expression of
contrast/concession.
SS-T
T introduces the topic to SS by
asking them about their

Transition to
#2:___________________

Time

10
-15
min

experience with job interviews.

T asks SS to discuss some
warm-up questions regarding
the role of an executive
assistant and nonverbal
communication

SS-SS

1.2. During Stage:

T-SS
T instructs SS that they will
now be listening to a dialogue
between a group of
interviewers who are deciding
who to hire for an executive
assistant position.
SS are given a chart and are
asked to take notes while
listening. SS are to write down
the positive points and negative
points that are mentioned for
each candidate. SS are also
instructed to write any words of
contrast/concession they hear.
SS
T plays the listening 1 time and
stop to allow SS to check
answers in pairs. T then plays
the audio again, and repeats
this step until SS have
sufficiently listened to the
audio.
T makes a chart on the board
SS-T
and nominates SS to help fill
out the chart with their
answers.
1.3 Post-Stage:
T brings up slide with
SS-SS
discussion questions. SS are
asked to discuss in pairs.
After 5-10 minutes of
SS-T
discussion, T brings the class
together for a group discussion.
Tangible Outcome & T. feedback/peer
feedback:

5-10
min

10
min

Activity 2:
Role-playing interviewers

Transition to
#3:___________________

2.1 Pre-Stage:
SS are instructed that they will
now watch a video of a woman
applying for a job.
As they are watching, they are
to take notes on the womans
responses to interview
questions as well as her body
language.

T-SS

2.2. During Stage:

SS watch the video and take
SS
notes.
After watching the video two
times, SS are instructed to
individually review their notes
and fill out a T-chart. In the Tchart, SS have to write positive
points and negative points
about the interviewee in the
video.
SS-SS
SS then group into pairs and
the pairs discuss whether or not
they would hire the woman.
During their pair discussions,
SS are instructed to use
expressions of
contrast/concession when
stating their opinions.
2.3 Post-Stage:
T gathers the class together
and SS are asked to share their
opinions or why they would or
wouldnt hire the woman.

2 min

20
min

SS-T

10
min

T-SS

5 min

Tangible Outcome & T. feedback/peer

feedback:
Activity 3:
Group role-play

3.1 Pre-Stage:
T informs SS that they will now
be doing role-playing a similar
scenario. SS are divided into
groups of 3. Each group is
given a job (nurse, chemist,

firefighter, etc...)
Transition to #4 or Wrapup:___________________

3.2. During Stage:

T-SS
T instructs SS that in each
group of three, 2 people will be
interviewers and 1 person will
be an interviewee. The
interviewers in each group will
have to interview the
interviewee, asking relevant
questions about the
interviewees qualifications.
SS-T
Now is a good time to elicit
what questions might be asked
at an interview and write them
out on the board for SS to refer
back to.
After each interview (about 5-7
minutes), the interviewers will SS-SS
have to have a post-interview
follow-up with the interviewee
where they explain why they
would or wouldnt hire the
interviewee, using expressions
of contrast and concession.
3.3 Post-Stage:
SS-T
Once each SS has had a chance
to be the interviewee, T brings
the class together and
nominates SS to talk about their
role-plays and the reasons why
they would or wouldnt hire
their fellow group members.
Tangible Outcome & T. feedback/peer
feedback:

Materials:
Power point slides, whiteboard, markers, audio track, youtube video, worksheets for
students to take notes and fill out chart
Anticipated Problems & Suggested Solutions:
SS may have trouble differentiating between expressions of contrast/concession.
If so, T can take some examples directly from the audio script and illustrate the
differences for SS.

20
min

10
min

With so many pair/group discussions, T will have to closely monitor in order to

ensure that SS are on task as well as on time in terms of lesson plan schedule.