Copy of Things you can't live without
To practise speaking for fluency in the context of things they'd hate to live without
To practise listening for specific information
Procedure (41-48 minutes)
Make sure that ss' name cards are ready Project two pictures of people living in a desert and people in the city Wsk ss what they see in both pictures What are the things that these people have and the others don't Elicit few items (Tv, Internet, computer) Can you live that way? Is it a normal life? Do you want to live that way?
Pre-teach vocabulary: (to have) sentimental values: show the ss my teddy bear. Elicit the word from them CCQs: Does sentimental value mean special to me?(yes) Can I live without it?(no) remind you of something: how do we call it when I see something and I remember a special person. CCQs: Is this person special to me me?(yes) Do I remember him every time I see my ring? (yes) ornament: showing a Christmas decoration. Is there another word for Christmas decoration? CCQs: do we use ornaments to decorate the house?(yes) Is it pretty?(yes) Write the vocab on the board after drilling them Tell the ss that am going to give them pictures of different objects. In groups they need to Match the pictures with their name cards. Monitor Feedback: (if needed) Ss hang the pictures with their names on the board.
Tell the ss that they are going to listen to an audio tape and fill in the first column of the table Distribute handout 1 Warn them that there are few objects without description ICQ: what are you going to do? (listen and complete the table) Play tape Do the first one with the ss Let them continue individually Check in pairs Play the tape again to complete the second column Do the first one with the ss Let them continue Check in pairs Play tape to check Feedback: Ss have been sitting for a while and need to move around and look for answer keys in the corridor.
Tell the ss that they have to make a list of three objects which are important to them. Give them one minute to make the list Handout useful "useful language" sheet and elicit some examples of how to use the phrases. Demonstrate with a ss Ss talk about their objects with a partner Monitor and take notes Error correction: write errors on the board without mentioning who said them and correcting. Drilling (if necessary) before writing on the board. If I have time, ss play the drawing game.