Beruflich Dokumente
Kultur Dokumente
Football- sports
Stage
Discussion:
feedback
Role play:
preparation
Role play
Role play:
feedback
Procedure
Ask the learners to return to their small groups from the
start of the lesson to compare their answers from the
discussion with the players ideas.
Tell the learners that before they do the role play, they
have to do a visualisation exercise. Tell the learners the
date (10 years in the future). Tell them that they are like
the Premier League players and have moved to England
(or another English speaking country) to work and have
become really successful. Role play: preparation Hand out
2: Future selves Ask the learners to look at the futureselves questions and think about the questions. There is
no need for the students to make notes, but they can if
they want.
Tell the learners that they are going to take part in a role
play interview for a popular weekly magazine. Role play
Tell the learners that before they do the role play, they
have to do a visualisation exercise. Tell the learners the
date (10 years in the future). Tell them that they are like
the Premier League players and have moved to England
(or another English speaking country) to work and have
become really successful. Role play: preparation Hand out
2: Future selves Ask the learners to look at the futureselves questions and think about the questions. There is
no need for the students to make notes, but they can if
they want. The magazine in your country runs a feature
on successful expats (people living abroad). Your learners
are going to take turns playing journalists or their future
selves. Tell the journalists that they can use the questions
on the future-selves handout or they can make them up.
Ask the learners to watch the video on Premier Skills
English. This is a fluency activity so it is important that
you give your learners time to repeat the role play, each
time, swapping between reporter and successful expat.
Give each learner the opportunity to play the journalist
and expat 3 times. Be sure to have your learners swap
partners each time. If you have room, you can arrange
the chairs in your classroom into two rows with learners
facing one another. This way, you can have one set of
students move left and the whole class will have new
partners
Keep the feedback focused on the future-selves. Ask
learners who has the most interesting future plans.
All about me
Stage
Preparation
Procedure
Write up three sentences on the board about
themselve.
Use or adapt the following: Ive got an older sister. Last
week I went ice-skating. I really like going swimming.
Tell students that these sentences are about me .
Elicit questions they need to ask to find out more about
these facts, e.g., How old is your sister? Whats her
name? Who did you go ice-skating with? Did you fall
over? How often do you go swimming? How many lengths
do usually you swim? etc.
Write up the questions on the board.
Invite students to ask me these, and other, questions.
Answer their questions and explain that if a question is
very personal you can respond with Id rather not answer
that question. You could drill this response as students
may need to use it later in the lesson
. Elicit Me too and Me neither by asking students if they
have a sister or brother (or dog, cat) and then
responding appropriately
. Ask what you can say if someone tells you something
very surprising, e.g., Really? No way! Youre joking! You
could practise this language by telling students a few
surprising things, e.g., I got married in Las Vegas. My
dog has only got 3 legs. etc and have them respond
appropriately. Project a copy of worksheet 1 onto the
board (or hand out copies).
Tell to the students that they are going to listen a
completing sentences with some ideas. They shouldnt
write anything yet. All they have to do is listen and ask
you questions or give a response after each sentence.
Draw their attention to the useful language at the bottom
of worksheet 1 and ask them to use these prompts to ask
you questions or give a response.
Feedback
Explain that they can ask you anything they like but that
if a question is very personal you might respond with Id
rather not answer that question
Class journals
Aims:
To set up a class journal with a group
To build the writing habit, by doing several journal writing activities during
the class
To read what other students have written in response to the tasks set
To reflect on learning and to discuss this in class
To discuss class attitudes to error and correction, and establish the
correction guidelines for the teacher.
1. Creating a front cover
Procedure
Use the journals that students have
brought with them, or give the
students journals that you have
brought, which could be made by
stapling a number of A4 sheets
together, preferably with a colourful
card cover. On the front cover,
students draw a shield and, in each
quadrant of the shield, they draw
images of things that they identify
with in some way. The first quadrant
might represent their
neighbourhood/home. The second
one could be their hobbies. The third
one a place that they have visited /
like very much and the fourth one
could represent a favourite person/
pet / belonging. Once they have
finished, they swap journals, and
describe their shields to their
partners.