TOEIC Part 7 - Aiming for 500 - Emails - Delivery of Bricks
By the end of the lesson, students will have extended vocabulary used to talk about delivery of goods, and phrases used in an business email. Students will also have practiced scanning a text.
By the end of the lesson, students will also have extended TOEIC skills of answering questions in timed environment.
Procedure (37-50 minutes)
Welcome students. Ts talk about their experience of having to fix wall tiles. I ordered new tiles online but when they were delivered, they were cracked, and it caused so much problem having to organise a new delivery. Ask students if they had any experience like that.
Elicit from students how are items delivered usually - by truck, by ship, by air freight - UPS, FedEx, DHL etc. Show "United Breaks My Guitar" song. https://www.youtube.com/watch?v=5YGc4zOqozo 0.29 - CCQ: Some vocabulary: Be careful, fragile, break Ask "Is this being careful?" -> "No." T: "What would happen to the guitar?" S: "It will break T: "Why?" (To elicit the word "fragile") S: "it's soft, can break, fragile..."
Chest the text (HO) for Q155 -157, and present the instruction. You have one minute to read this text. Ensure students have a watch on the desk (exam skill). Set the task: There is a sender and recipient. Do they work in the same company? (yes). ICQ - How many minutes? (1min)
Chest the images, and give instruction. Students work in pairs. Find words from the text that describe these images. Monitor, and make note of any questions students have to share to the group at the end of the lesson. On the WB - write the phrases: bricks a brick is cracked take inventory shipment is unloaded fragile Go through the pronunciation and the part of speech. Especially - highlight the difference between "take inventory" and "an inventory". "take inventory" is an action of stocktaking or stock checking and the word inventory is uncountable. "an inventory" is a list of items and it is countable. Elicit synonyms for "cracked" -> damaged, broken,
Chest the TOIEC questions and elicit the time Ss can spend on each questions. (1 minutes per question). Students go through the question, and then check the answers with the pairs. Ensure students highlight the answers in the text to check their understanding. Provide the answers using the presentation - Ts to highlight the sections on the text that provides the answers to the questions.
Ask students "why did this person write this email to her colleague?". Do you think problem of having damaged deliveries are common in Japan? How about other countries. Discuss students opinions in pairs.