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Lesson plan Upper 2 Trainee: Roberto Mercs Classroom lesson plan October 15th, 2013 Theme: At your service

Goal

Getting to know new students, building group, and discuss professional services.

Specific objectives

Students will: be presented to the course syllabus; practice language and review previous functions and contents by playing game as an icebreaker; talk about services. Class introduction: Students are received with music and a welcome message on the board. Students are invited to present themselves for the new students in this group, since students are already familiar with each other and with the teacher. Course presentation: Teacher presents the slides about course and explains any doubt that may arise. All graded activities will be explained. Students sign the attendance list and write down their email address on it. Teacher writes his/her email address on the board. Timing 5

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Procedures

Checking group: Students play a game as a way to build the group and gather them. The objectives of these games are relaxing the group and probing its vocabulary, mastery of grammar structures and fluency. Game #1 - Conversations Each person is given a piece of paper with some questions to be answered. Students must ask questions using some functions and patterns learned in previous levels to find out the answers for the given questions, this way, each person must speak to everyone else activating previous knowledge, and putting it in practice.

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Given questions: Count the number of brown eyed people in the room. Who has the most unusual hobby? Find the weirdest thing anyone has eaten. Who has had the most embarrassing experience? Who knows what 'Hippopotomonstrosesquippedaliophobia' is a fear of? (Nearest guess wins) Unit 9 Presentation Lead in Teacher asks students to work in pairs. They should tell their partners how their last week was, what they did, and so on. Students talk, and then tell the whole group each others stories. Teacher tells a story too, mentioning a shoe repair service. He asks students what kind of services they use most. Answers are elicited. Reading Pre-reading: Students are invited to form 4 groups. They are told that they will talk about some of the most commonly offered services in US. Teacher writes on the board 8 different offered services. While reading: Teacher provides ad text copies of 4 different kinds of service. Each text must be role played as a real commercial. Post-reading: Students role play the ads, and the rest of the class should guess which service is. They are asked if they have used those kinds of service, and what kinds of service are offered in their city.

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Listening Pre-listening: Teacher focuses students attention on an ad (audio program CD2, track 16). Students are told that such as they role played an ad, they are going to listen to another for Hazels Personal Services. Students must listen to it carefully and find out which services on the board (from previous activity) are mentioned. While listening: Students listen and take notes. Post-listening: Answers are elicited. Students are asked what they need to have done. Teacher gives some examples making questions for students What can you have done in a beauty salon? at a computer store? by a handyman? by an optician?. Then he elicits answers from students. They work in pairs asking each other what they need to have done. Teacher helps as needed. Grammar focus Presentation: Teacher focuses students attention on an question on the board Do you know where I can have someone cut my hair?. Answers are elicited. Teacher write down an answer divided in 9 cards, for example: you can/ have/get/a barber shop*/your hair/at/to cut/cut. Students are invited to stand up and help to answer this question. Students

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Material and equipment

Production for assessment

should place cards in order to have sequence with logic that answers the question. While trying teacher makes questions eliciting the rules for Active and passive voices. Practice: Students do activities A and B from students book on page 59. Production: They should make up in groups of 3-4 their own ads for a new service shop using the new structure. Then they present for class. Notebook/computer and slides; Projector/datashow (if possible); Speakers; Music; Markers; Board. Extra class assessment Activities on pages 1-3, and 7 from Interchange 3 workbook.