Keeping in touch
To provide detailed and deduction reading practice using a text about keeping in touch
To provide specific information listening practice using a text about keeping in touch with friends
To provide fluency speaking practice in a conversation in the context of how they communicate with their friends.
Procedure (41-51 minutes)
Show the students some pictures and ask what they think about the images.What can they be related to? Write a sentence on the board: I always _____ in _____with my friends,I don't want to miss any news about them. Try to elicit the target language: keep in touch (idiom). Ask Ss whether they know other phrases similar to "keep in touch" and elicit (get in touch,stay in touch) Show the other slide and express the meaning 'in touch','lose touch' etc.We keep in touch by phone/by e-mail/ by letter etc.
Ss will take a short quiz about the idioms they learned at the previous stage. They'll work in pairs to complete and the answer key will be given at the back of the HO.Then T asks students to write down 5 names of their friends and ask them when was the last time they were in touch with them and how they communicated.(PW)
T shows the pictures on the board and elicit the words 'fraction' and 'percentage'.Drill it and elicit from the students what they are used for. Ss will listen to the audio on exercise 1.01 . Drill chorally and individually. Get the students to work in pairs in order to match each percentage with the equivalent fraction.Ss will listen to exercise 1.02 to check their answers.Get FB from whole class and drill for the last time.
T shows the pictures on the board and ask students what these pictures show.Try to elicit words 'poll', 'survey',' charts' etc. Drill the words and watch out for pronunciation. Ss will do the reading exercise 2 in pairs.Pairs will be different this time,T gives number to each student and for example get number 1 as a pair etc.Choose a strong student to read out the introduction to the survey and give students 4 minutes to read through the statements (a-j) and then they'll decide which alternative is most likely to be true.
Get the students to listen to the recording 1.03 and check their answers. Have a class discussion on which were the most and least surprising results and why. Students will walk around the class and talk to different people at this stage.