Plan Int BR Vocabulary
To provide practice in the context of using the TL connected to the topic of companies description
To provide practice in the context of the target language on the topic about companies and what they do and personal responsibilities To provide clarification in the context of the target language on companies and what they do and personal responsibilities
To provide clarification in the context on the target language on companies and what they do
To provide fluency in the context of using the TL connected to the topic of companies description and speaking on person job responsibil
To provide review of of the topic and TL on job responsibilities
To provide opportunity to develop listening skills
Procedure (60-80 minutes)
T asks Ss to work on Priority Pyramids related to their jobs. Ss first work individually prioritizing job-related factors, then comparing in pairs their results and then giving content feedback to the whole class. Opt. As a part of the content-feedback stage T might want to discuss questions from the 'Starting Point" p 6 SB.
Ss listen to 3 people introducing themselves. while they listen they fill in the table ( the copies are distributed) with relevant information. Then they peer check and report to the class. T spells the names beforehand on the board and optionally elicits and pre-teaches the vocab might be found difficult (retail chain, headquarters etc)
Ss listen to the audio once again and fill in the transcript with the info missing. They do it individually, then peer check and then report to the class. The most important information is highlighted in the text.
T projects a scheme of a personal business introduction on the board. T distributes the copies of the scheme to the Ss and asks them to distributed the phrases used in the text into the appropriate sector as well as any of those that they know already. Ss do the task first individually, then in pairs and then they give the feedback to the whole class, during which T performs MFP clarification if applicable presumably paying most attention to the pronunciation drilling. Optionally, T might present a few more phrases ( from BR SB text p 6) and add those to the scheme. Optionally, a TL list might be distributed among the Ss for them to continur to fill in the scheme. Finally, T projects the fully- filled scheme for the whole class to see it and check.
Gap-fill exercise. Paircheck; group feedback. Matching exercise. Paircheck; group feedback.
1) Tic-tac-toe game with the TL 2) Matching game. (BR unit 1 working with words) (opt.) 2) Game "Find someone who..." Ss get a role-play cards and a list of people they have to find. They first mingle and present themselves, then they get some time to fill in the table on what they manage to remember and report it to the class.
Ss get a different blank scheme, which will help them to make self-presentation. They work on it individually for several minutes and try to fill as much info as possible using the TL. The TL is not displayed on the board any more and T asks the SS to try not to consult the scheme filled in and do it from memory. Finally, the scheme is presented on the board and Ss check what they've written. Ss proceed presenting themselves to the partners and asking as many questions as possible about each other. Finally, T asks Ss to start changing partners a few times ( opt. mingle)