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2Foundation – Branch 4 – 2/6/2018

U3P2 -Pronunciation U6
1. Time and Date:
2. Objectives:
After the lesson, students will have been able to:
 Deal with problems and complain effectively
 Pronounce / ə / & / ɜː/ correctly
3. Material: course book, markers/chalks, board, projector, speakers, handouts.
4. Procedure
Time Procedure

5min Warm-up game:


Play a game to review new words (adjs to describe houses)
6-605 T says a definition Ss have to write a word on the board. The winning team is the team with more correct
answers
5min Lead-in:
Ask Ss about situation
605-610  When Ss don’t have enough money to buy a house what else can they do? (rent a house).
 When Ss go to rent a house, what should they have to sign (tenancy agreement = the lease = rental
agreement)
15min D. Listening – Making sure of the facts
Vocab: handouts to ss, vocab tennis: teams, say a word other team needs to
610-625
put the word into a sentence in 10seconds.
Possible new words, phrases T should explain before listening: sublet, building insurance, content insurance,
the term has expired+ break the term, evict, landlord, tenant).
You can print handouts with new words in that so Ss can refer to them whenever Ss don’t remember new
words.
Play a game to reinforce Ss’ memory: Race to the board, Describe it (Ss can describe new words for their
teammates)
 Let S read all questions, have them listen and do Ex 1, check their answers
 (Read the questions: then match the questions to the answers the property agent gives)
Ex2:
 Get students to read the sentences and try to remember if they are true or false with a partner.
 Then let Ss listen again, stick 2 papers on the wall ( TRUE & FALSE), Ss have to listen and tap on
correct answers
 Afterwards, put them into pairs and tell them to try to remember all the conditions of Hassan’s tenancy
agreement.

1
15min E. Speaking – Getting what you want
Speaking Strategy: Making requests and asking for permission
625-640 Ex1:
 New words: broadband, cooker, tap
 Read the instructions to the class and do the first expression as an example.
 (Part 1) Have ss listen to the teacher ( ask for permission/ask s1 to do st)
 SS in pairs: Teacher reads out a phrase ss say ask for permission or asking someone.
 T check their answers
Ex 2: ask for permission (CCQ: asking for permission or not? asking)
Read the instructions to the class and do the first one as an example.
Get students to do the others with a partner. Encourage students to use the vocabulary in Exercise 1
Ex3: ask the landlord fo fix st. (CCQ: Who are you asking to get the things fixed? landord)
Get students to do the others with a partner. Encourage students to use the vocabulary in Exercise 1
You can prepare more situation for them to practice these expressions
5min F. Listening – Dealing with problems
Ask Ss about when you have the problem, what do they do? (complain), what can they say to make their
complaint more forceful (T elicits some expressions from Ss)
640-645 Who are the tenants, who are they calling?
T give instructions about this Ex
Have Ss read the chart, then T plays the recording and check their answers
After students finish, put them into pairs to role play the conversation

5min Break
645-650
20min G. Speaking – Overcoming difficulties
Speaking strategy: Making your point more forcefully
650-710 Ex 1:
Have Ss listen again and tick the expressions Lucy and Samir have used to complaint to Mr Lee
Ex 2:
New words: forcefully, leak
Do the first one as an example. Get students to do the others with a partner.
Have Ss work in pairs to make up conversations like in Part F.
Have Ss roleplay their conversations in front of the class
10min Class bonus:
710-720 Have Ss work in pairs to make up conversations both to ask permission and complain
Then have Ss roleplay their conversations
30min Pronunciation
720-50 You will teach / ə / & / ɜː/
- write down 2 words containing these 2 sounds (Ex: away and bird). Get
students to read and tell the differences.
Words with the schwa: the, banana, system, about, letter, answer. (Slight
jaw drop, the thinking sound)

2
- Lead in to the sound that you are going to teach.
- divide the board into 2 parts. Each part will be a sound. - - - Instruct
students how to pronounce each sound. (please notice about the tongue
and lips' position). Have students practice in sound individually.
Pair work: 7.1, listen and check, 7.2 pause and write.
Game: divide class into 2 groups, get them to stand into 2 lines. Each
group will be in charge of each sound. they have to take turn to write the
words. Group that has more words will be the winner.
 - Have them finish some exercise in the book.
750-8 Homework:
 Write down new words: 2 lines/words, make a sentence/word
Make a conversation like one in Class Bonus

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