Face2Face Pre-Int. U3d
To provide review, clarification and practice of language used for apologies, reasons and promises in the context of bussiness life
To provide students with practice in listening for specific information and speaking for fluency.
Procedure (44-54 minutes)
* Greet students sadly and tell them: T: I'm really sorry, everyone. I can't teach today. I have to take my son to the dentist. But, I'll do the class next week. When they respond, keep acting for a few secs and then tell that you're joking. * Set the context as business life. Ask them T: Which one is more difficult: working in a job or being a student? Elicit answers. Tell them that sometimes there can be hard times in bussiness life. * Set the first task. Tell them to look at the photos A-C and answer the questions in pairs. Elicit answers.
Set the task 2a. Tell them to watch and try to find out who said the sentences. As the time is limited, give feedback on the board. You could play the relevant part if there are problems.
Set the task 2b. Tell them to try to remember who said the sentences. As the time is limited, give feedback on the board. You could play the relevant part if there are problems.
* Meaning Set the task 3a. Draw a table on the board. Tell the students to work in groups of three and decide which sentences are for promises, which are for reasons, and which are for apologies. They write their answers on a piece of paper and give it to the teacher. Teacher writes the answers of the students on the board. Then, they compare. After that, take three sentences from activity 2b and work on meaning through CCQs I'm sorry, but I couldn't finish it this morning. Ask CCqs T: Am I happy? Am I feeling sad? Am I saying to myself? Am I saying it to somebody else? I have to take some clients out for dinner. T: Am I making an explanation? Am I talking about why I can't do that? I'll finish it now and email it to you. T: Am I talking about future? Am I saying that I'm definitely going to do it? *Form Now focus on form. Set task 3b. Tell them to match the sentences in pairs. Elicit answers. Then set the task 3c. Tell them to look at the sentences in 2b again. They try to work out which verb form comes after couldn't, can't, have to, had to, and 'll. They work in pairs. Then, Elicit answers. *Pronunciation Set task 4. Tell the Ss to listen and repeat the sentences in 2b and copy the stress and intonation.
Set the task 5a. Students fill in the gaps in the phone conversation. Then they check with their partners. Play the audio. They listen and check their answers.
Set the activity 4 on p19 from the workbook. Tell them to look at the table and write sentences. First they check with their partners and then with w/c.
Give students two difficult situations. Tell them that they are going to talk about one of them. Give them a checklist to make sure they follow the correct order. They practice in pairs first. Then they role-play it to the w/c. Monitor for mistakes in TL for delayed error correction. Do a wrap up. Thank all students for the week.