TP 3 Keeping in Touch
B1+ (Intermediate) level
To provide speaking practice using the target language in the context of 'Keeping in Touch'.
To provide review and clarification of adjectives and word order in the context of 'Keeping in Touch'.
Procedure (39-55 minutes)
Greet students Organise Ss into pairs. ICQ - Who are you working with? Display first slide on PP and Ss focus on the words amazing, difficult and tiring. Ss discuss with their partner what these are. Ss report to class Elicit other adjectives.
Slide 2 section 1 - gap-fill Instruction - complete the gap-fill with your partner Ss answer with their partner Ss write answers on the board
Slide 2 section 2 language clarification Meaning - We use these structures to talk about how we feel. CCQs Are these sentences talking about someone else? no Are they talking about themselves?yes Is is what they do as a job? no Is it how they feel? yes Refer back to sentences on slide 2 Elicit a different sentence with the same structure. Form Show clarification of form on PP Ss match the correct clarification with the sentence. ICQ - Do you match your answer with the person next to you? no Do you match the sentence with the clarification? yes Feedback Slide 2 Section 3 - In sentences like these, the -ing form and infinitive usually have the same meaning. Elicit how to change the infinitive to -ing form of the verb as an example CCQ - Do we only change the adjective?yes Split the class into groups of 3 or 2 Explain that they will do a word order activity unjumbling words. ICQ - Are you going to unjumble the sentences? yes Are you going to work with your partner? no Are you going to work with your group? yes Are you going to start as soon as you get the paper?no Are you going to start when I say go? yes Groups unjumble sentences in competition with each other. Hand out 'Word order' activity and start students off together. The first group to finish writes their group name/number on the board. When everyone is finished, one Ss from each group writes the sentence on the board Pronunciation Go through unjumbled sentences and demonstrate word stress on verbs and adjectives with a square on the word. Drill chorally and individually. Focus on the /w/ and /θ/
Group Ss into alternate pairs and ask: Give 2 minutes Do you agree with the sentences in 2a? Why? Why not? Ss discuss with a different partner. ICQ - Do you discuss with the same partner as last time? No. What do you discuss? Agree or disagree with the sentences. Monitor to see if Ss are using target language. Students report to the class.
Ss play a game Split class into two. Demonstrate playing the game with a Ss. Ss play the game as instructed.