Yousra Thabet Yousra Thabet

Empower Unit 2 C&D
2 level


In this lesson students will learn how to ask for something and reply to it using speaking skill. They will learn how to react to news. Students will practice the sound and spelling of "ou", and they will learn how to complete a form while focusing on spelling.


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Main Aims

  • To assist students in producing the target language of asking for things and replying, and of reacting to news, while also learning how to complete a form and focus on spelling.

Subsidiary Aims

  • To provide students with listening and reading extracts to practice listening/reading for gist and for specific information.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Students look at picture A in page 24, ask students questions like: -Where are they? -What are they doing? -When was the last time you went to a cafe? - What did you order? -Was the order correct when you received it?

Pre-Listening (5-5 minutes) • To prepare students for the text and make it accessible

-Remind students of the two techniques involving listening/reading: gist and reading for specific information, also remind them that they don't have to understand each word nor they have to focus on each, only the information required in the question. -Students guess the answer for question A.

1- While-Reading/Listening #1 (10-15 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

-Ss. listen to extract 1.50, then check their answer. Teacher listens to their answer. - Ss. guess again answers to question C in pairs, then they listen to extract 1.50 to check their answers. Teacher listens to their answers. When they finish ask students if the question was a gist one or specific information question. -In question E, Ss. listen to extract 1.51 and then they check their answers in pairs. Teacher listens to their answer. -In question F, Ss. watch the video of the 1.51 listening and answer accordingly. Teacher chooses 4 students randomly to check their answers.

2- Useful Language (10-15 minutes) • To provide students with the space to guess expressions and questions related to asking for something and replying to it, and the time to make up their own conversations and practice them.

Test: Change pairs seating. In pairs, Ss. mix and match questions and statements in Question A with their logical response in Question B. Teacher listens to Ss. answers and corrects when needed. Test: Teacher elicits from students the similar word/head question that is used in Question A and why do we use it? (to ask for something), teacher writes the expressions on the board, teacher repeats process in Question B and writes responses using a different color. Teach: This stage won't be needed if the previous step is followed, unless Ss. still have difficulty making questions, if so, teacher can either ask each student to memorise two questions and two responses from the book (Question A+B) or uses drilling until Ss. are used to say at least two expressions. Test: Question C: In pairs, students think of four different situations in which they need help or ask for something (teacher can assist by giving an example), Ss. can write the four situations in a paper using only one word like (cafe-class-airport...etc.), then they practice asking and answering for the four situations orally. Teacher has to make sure that Ss. aren't writing down the phrases to emphasis the importance of practicing the target language orally at this stage.

4- Pronunciation P.25 (5-10 minutes) • Practicing different pronunciations of the spelling "ou"

-Books closed. Teacher writes on the board "colour /ˈkʌlə/, course /kɔːs/, house /haʊs/", each word using the same color while writing the "ou" letters in each word using a different color (to emphasis the difference in pronunciation). - Teacher elicits from different students the pronunciation of each word. if any word seemed problematic, teacher models the word and Ss. drill after the teacher. -Teacher marks on the board "colour" as 1, "course" as 2 and "house" as 3. -Teacher asks Ss. to write a number after the words in P.25 Pronunciation section B, the number refers to similarity in pronunciation. Teacher models by asking Ss. if the sound of "house" resembles "out", Ss. will agree, then teacher writes the word "out" on the board and writes the no.3 after it. -Teacher asks Ss. to check their answers.

2D- 1- Listening/Speaking (8-10 minutes) • To provide Ss. with an opportunity to practice listening for gist and for details.

-Teacher gives Ss. two minutes to discuss in groups of three "why do they want to study English", then teacher listens to Ss. answers. -Question B, Ss. listen to extract 1.56, Ss. answer, they check their answers, teacher listens to their answers and corrects if needed. -Question C, Ss. listen to extract 1.56, Ss. answer, they check their answers, teacher listens to their answers and corrects if needed. -Question D, Teacher changes pairs and gives them 3 minutes to discuss Question 1 and 2. - Question E and F, Ss. listen to extract 1.57, Ss. answer, they check their answers, teacher listens to their answers and corrects if needed.

2D- 2- Reading (10-15 minutes) • For Ss. to practice how to extract information from a reading text and fill in a form

- (If applicable to the room) Teacher sticks photocopied papers of the (email part with the mobile picture) around the class walls, and distributes "Part 1" to only half of the class, Teacher assigns pairs, one of the pair has to run/walk to the paper on the wall, remember the information and give the information orally (without writing it down) to his/her pair, the 2nd students fills in the form. - Teacher checks answers from Ss. and corrects when needed. -In Part 2: Ss. guess and write answers, then Ss. listen to extract 1.58 to check their answers. Teacher checks answers and corrects when needed.

2D- 3-Writing (15-20 minutes) • To provide Ss. with an opportunity to practice writing in terms of filling a form and the usage of correct spelling.

Lead-in discussion: * Why is it important to write using correct spelling? * It is important when writing something I only will read? * Do I have to review my writing before submission for mistakes? -Section a and c: In pairs, Ss. find incorrect spelling in Part 2. Teacher checks for answers. -Section 4 Writing: Part 1 and 2: Each student picks another student from the class randomly to fill the form for, the student who's filling the form has to make sure that the spelling of each piece of information is correct. When Ss. finish, they compare their answers in Part 2 and check if they have the same answers or not.

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