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TP 5 Speaking Skills
Elementary A1 level


Main Aims

  • To introduce and provide practice of speaking for fluency in describing personal possessions

Subsidiary Aims

  • To provide fluency speaking practice discussion on things possessed. in the context of listening text.


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

Set the scene with the picture: Alan and Mary s at a local store with another woman.. Share G.slide on zoom and ask Ss what they see in the picture.and present Alan and Mary and the shop assistant. Then share slide 2 with the vocabulary and pictures: Laptop, Camara, Radio , MP3 Player, and DVD player, and tell student to match them with the correct image. Answers: 1.d 2. e 3. a 4.c b

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Screenshare the task and share link in chat at the same time so Ss can have access to the document. Ss.will work in pairs and fill out the guess column and then listen to the audio and check and compare their answers. T monitors and then gives feedback as a whole class. Answers: Alan: Yes = MP3 player, DVD player No = Laptop, camara, radio Mary: Yes = laptop, camara,, radio, DVD player. No. = MP3 player.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

1. T. Shares G.form link in chat. Tell Ss that they have 2 minutes to complete section 1 of the form using 'have, has, haven't or hasn't'. T. monitors, check answers and gives whole class feedback. DEC Answers: 1. _Have_ you got a camera? 2. _Has___ he/she got a DVD player? 3. _Have __ they got any cheap TVs? 4. What _have _ you got in your bag? 5. Yes, I / they __have _ 6. No, I / they _haven't __ 7. Yes, he/she _ has ___ 8. No, he/she _hasn't___ 2. T. instruct Ss to do section 2 of the G. form in pairs giving them 2 minutes. Answers are checked and Feedback given. Answers: 1. Yes, I've. / Yes, she's. (don't say) = 2. Yes, I have. / Yes, she has.= (say) 3. Yes, she got. / Yes, she has got. / No, she hasn't got. = (don't say) 3. Ss. move on to section 3 of G. form. with audio script of track 36 cd1. T. plays and shares audio, 36, Sudents listen and select 'stressed have or not stressed have'.on the work sheet. T. drills Ss as a class and individually placin enfasis on have stressed and not stressed. Answer: 1. Have you got a camara? = not stressed 2. Yes, I have / No, I haven't = stressed. 3. What have you got in your bag? = not stressed.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills. To practice 'have got' to talk of things possessed using text from the book Face to Face.

Share G. jamboard to introduce Ss to the activiy cards A and B (guess the things your partner have and make questions using have) T. do a demo showing Ss what has to be done. Send Ss to breakout room after identifying who is A and who is B. Ss. work in pairs for minutes and then ask their partner the questions they have wirtten taking notes of the answers. Teacher monitor and help Ss when necessary. At the same time take note for feedback. Ss. change partners and tell tell about the things that their previous partner has got and hasn't got. what time the programs start, and write the times in their version of the TV guide. Monitor in BORs. Check Ss are not looking at each other's slides during the activity. When they have all the times, they would then look at each other's slides and compare answers

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Praise Ss on the good points observed during the activities while monitoring BORs. Give feedback on errors on meaning, form and pronunicaiton. Taking into accout the questions with have got and shor answers as well as the stressed have.

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