The art of complaining advanced 3


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The art of complaining advanced 3

  1. 1. LESSON PLAN OUTLINEJenny ChamorroAdvanced Conversation 3Class Description: Level: AdvancedThe students are between 20 to 26 years old. There are approximately 10 women and 5men. They belonged to the English and French program 9th semester. Classes take place onMonday and Wednesday from 4: 00 to 6:00 P.MRecent work: The students are able to discuss about any topic. I consider it is an interestingtopic for putting in practice all English skills. The learners have been discussing differenttopics and reviewing some grammar aspects they have known before. They have practicedthe target language making use of macro and sub-skills of the language emphasizing the oralproduction.Objectives: Discuss about the topic of the unit: the art of complaining; analyzing the different problems that make people have complains, in order to suggest solutions for those problems. To learn and apply the grammar of the unit: Noun clauses containing relative clauses and Noun clauses beginning with question words.Assessment: Since it is an ongoing process, everything in the class will be taken intoaccount, considering the students’ participation, interaction, involvement and engagement ineach activity.Resources: video, slides, pictures, sheets of paper, CDs, carton.Language: Vocabulary related with the art of complaining using expression such as:One thing that annoys me isSomething that really bothers me isWhat I can’t understand about others/people isI can’t afford somethingThat is what gets me on my nerves.1st ActivitySpecific Objective: to identify the topic and contextualize the classEstimated time: 5 minutesContext: Situations that bugs you.
  2. 2. Activity Organization: The learners will be organized in lines; they will fill the quizindividually. So, they are going to share the answers and justify them to know the mostcommon situations that annoy them.QuizSituation1: your neighbors have loud parties late at nigh, they don’t matter if you want tosleep or not.How do you react?Situation2: You are in the cinema, you want to see the film which is really interesting butthere are people who talk loudly and laugh a lot during the whole movie.Do you want to continue watching the film?What would you do in this situation?Situation 3: You are quiet, reading a book or taking a rest, but there is a dog who is barkingall the night?What would you do?Is it annoying for you?Situation 4: You go to an office or a supermarket the clerk doesn’t matter that there arepeople waiting, she or he decides to take a rest?How would you react?Would you talk to this person?Would you stay calmed?2nd activitySpecific Objective: The students are going to listen to a dialogue, paying attention to detailsabout complaints, so they are going to express the agreement or disagreement with what thecharacters say about irritating situations.Estimated time: 10 minutesContext: Recording about irritating situationsActivity class organization: The students will be organized in two lines in a comfortableway to listen the recording. Then, they will form groups of 3 to discuss if they agree ordisagree with Jane and Bob (participants of the recording) then, they will interchange theiropinions with the whole group.
  3. 3. 3rd activityEstimated time 10 minutesSpecific Objective: To comprehend and apply the use of noun clauses containing relativeclauses and clauses beginning with questions words, whether and if.Context: Grammar Explanation about the topicActivity class organization: The students will be organized in lines while they are listeningand paying attention to the explanation, after that they can do an exercise in groups whichconsists in completing sentences to apply what they have learnt. After that, we can make alittle discussion to share their opinions.4th ActivitySpecific objective: Apply the grammar and language of the unit by giving examples takingspecific roles.Estimated time: 15 minutesContext: Stressing situationsActivity organization: Form groups to discuss different situations and the role the learnerswould take in front of these situations giving examples. Then, they will play a game. It is agame in which the students will take a paper, it has a situation and they need to say what therole they would take is and give examples.Note: this activity is based on situations in page 88 and additional ones.For example: your neighbors are having a loud argument, and you can’t get to sleep.Student: In that situation I would be a silent sufferer. For example, I could try to sleep orspent the time reading something until my neighbors stop their argument.5th activitySpecific Objective: To apply conversational skills making use of the grammar and languageof the unit, and develop problem solving competences.Estimated time 15 minutesContext: problems where I liveActivity class organization: The students will work in pair’s. They will be given a specificsituation, and then they are going to take the role of complainer and manager of thecomplaints’ office. One will complain, the other will answer suggesting a solution. Also, if timeis enough they will change the roles.Note: Activity based on page 90
  4. 4. 6th activity:Specific Objective: listen to the video related with complains to talk about the topic andunderstand the video.Estimated time: 7 minutesContext: Making a complaint.Activity class organization: The students will listen to a video about complains, and thenthey will answer some questions about the video.Questions:What have you understood from this video?Do you share the opinion of the participants?Are those situations irritating for you?Do you know another way of making complains?7th activitySpecific Objective: Read the article on page 93: Getting what you’re entitled to, read theconsumer problems and discuss the questions.Estimated time 10 minutesContext: article: Getting what you’re entitled toActivity class organization: Read the article on page 93: Getting what you’re entitled to,read the consumer problems and discuss the questions.