To provide process and product writing practice of an informal email in the context of jobs
To provide practice of adjective phrases, must and have to in the context of jobs
To provide review of job words learnt before
To provide clarification of contractions in the context of jobs
Procedure (93-140 minutes)
1. Ask students to shout out any word related to jobs' vocabulary. I write all the Jobs they say on the board.
1. Controlled practice: Students do exercise 1 and 2, page 113. 2. Peer check. 3. Give open class feedback and elicit correction of the students mistakes if found. 4. Free practice. Game- Divide the class into four groups and ask each group to nominate a student. Every student comes out and acts a job to the other groups. the group that gets most of the answers wins.
1. Ask students to do exercise 3, page 114. 2. Students then check their answers in pairs. 3. Give feed back through a power point slide with the answers and open class feedback to elicit correction for their mistakes.
1. Ask students to underline all the adjectives in the sentences within the task they did in the previous stage. 2. Put their answers on the board. 3. Elicit: Ask them concept checking questions to clarify the meaning and form of ( adjective phrases). 4. Controlled practice: Hand students a task to check their understanding of the form. 5. Students check their answers in small groups. 6. Give the students feedback and elicit correction to any mistakes if found.
1. Write this sentence on the board( She ............. do her homework) and ask students to complete it 2.Try to elicit as many words as he can till the students come up with must or have to. If they couldn't come up with any thing I will offer some words myself. 3. Use concept checking questions to check the meaning of the TL. 4. Controlled practice: Ask students to do exercise 1, page 116 to test the students' knowledge of the form of the TL. 5. Students check their answers in pairs. 6. The teacher gives feed back through eliciting corrections to students' mistakes if found. 7. Write two sentences on the board ( 1. Actors must be good with computers. 2. A film director must be good at maths). Then ask students if these sentences are true or false. After that, the teacher asks students to change them to negative to be correct. 7. Use concept checking questions to check the fact that we don't use must not + infinitive to say that something is not important. 8. Pronunciation. Introduce the pronunciation of have to in its short form. 9. controlled practice: Ask students to do exercise 2, page 117 to test their knowledge about the form of the negative. 10. Students check their answers in groups. Then the teacher gives them feedback through a power point slide with the answers and through open class feedback to elicit correction for mistakes if found. 11. Freer Practice: Hang some printed signs around the class room and divides students into four groups and ask each group to go to a sign and write a sentence using must, have to or the negative forms. 12. Students go around the class to check their friends' sentences ( Gallery check) 13. Give feedback through eliciting correction for students' mistakes.
1. Tell students to imagine that they are the first people to live in a building then ask them to write six rules for the coming people. These six rules must be divided into three positives and three negatives. Students work in small groups to complete the task. Students use big paper sheets in which they can write and draw some signs. 2. Students swap papers and and do peer check between groups. 3. The teacher gives feed back on the mistakes he saw while monitoring through eliciting and asks each group to read the most interesting rule they came across.
1. Write two sentences on the board then ask students to join them together. 2. Ask concept checking questions to make them understand that when joining two sentences with and we can remove the same subject and verb. 3. Controlled practice: Ask students to do exercise 3, page 117. 4. Students check in pairs. 5. Give feed back through eliciting. .
1. Hand students a text to complete with the correct verb. 2. Students check their answers in small groups. 3. Give feedback and correct any mistakes through eliciting. 4. Ask concept checking questions to clarify the uses of contractions in writing, formality and informality.