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Stage,
time & interaction
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Activity
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Aim
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Materials
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1
5 mins
pairs
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1.
Students take turns to define/ guess vocabulary items/expressions
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To
practise defining vocabulary module 5
To review vocabulary from previous lessons
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vocab
cues
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2
7 mins
t-ss
pairs
ss-t
t-ss
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1.
Pair students
2. Refer to flashcard on board and prompts. Students in pairs
predict information - who, what/do, what/doing, marital status
3. Students in pairs brainstorm ideas (2/3 mins)
4. Students make suggestions
5. Hand out worksheet, ss read introduction a self-employed businesswoman
...started her own recruitment consultancy
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To
vary pairs
To focus students on task
To provide face for voice on tape later to help focus spatial
learners
To activate schemata and develop prediction skills before listening
To provide opportunity for speaking and sharing ideas
To involve students
To share ideas
To provide information about f/c
To introduce some important vocabularybefore listening
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colour
f/ctimer
music
notebook
worksheet
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3
8 mins
ind
ind
pairs
ind
ss-t
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1.
Students read through task
2. 1 Listen and make notes
3. Compare with partner
4. 2 Listen again (if necessary)
5. Feedback OHP
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To
introduce task
To develop intensive listening skill, listening for specific details
To share knowledge, reduce anxiety
To help students complete task
To save time
To provide written model of notes
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worksheet
transparency
ohp (t copy)
OHP
Int Exp
UI 1.2
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4
10 mins
ind
ss-t
ind
ind
pairs
ss-t
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1.
Students read through task and predict what type of language fills
the gaps
2. 3 Listen
3. 4 Listen beginning and complete gaps (stop cassette)
4. Compare partner
5. Feedback OHP
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To
introduce task
To activate grammatical knowledge of sentence structure
To give opportunity to listen and read
To notice pauses, unstressed, stressed words
To listen for and write verb forms
To share knowledge, reduce anxiety
To save time
To provide opportunity to check spellings, highlight contracted
have/has
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as
above
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5
15 mins
pairs
ss-t
pairs
ss-t
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1.
Discuss which 2 verb forms and difference?
2. Feedback
3. Complete grammar analysis, look for examples in interview NB
D!! Think about timelines
4. Feedback OHP/board
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To
encourage students to think about verb forms and use: present
perfect simple/ present perfect continuous
To share knowledge
To reinforce the differences of the two forms
To encourage students to be analytical and reflect on aspects
to produce timelines
To provide clear record
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worksheet
transparency
ohp (t copy)
OHP
music
notebook
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6
10 mins
pairs
ind
ss-t
whole group
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1.
Students in pairs predict which words stressed and discuss what
happens to auxiliary have/has
2. 9 5 Listen beginning
3. Feedback on OHP/board
4. Drill sentences - back chain, slow to fast, all group, pairs,
individuals
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To
encourage students to think about and apply knowledge of stressed/unstressed
items
To compare listening with predictions
To mark word stress, weak forms and provide record
To emphasise rhythm
To provide opportunity for very controlled practice
To build confidence
To vary pace
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worksheet
transparency
ohp (t copy)
OHP
Int Exp
UI 1.2
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7
5 mins
ind
whole group
ss-t
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1.
Put phonemic cues for beginning of Beatles song on OHP. Ss try
to guess song
2. Listen
3. Feedback
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To
involve students
To provide memorable context for grammar/ pronunciation
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Beatles song
OHP
phonemic cues
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8
10 mins
pairs
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1.
Change pairs (match 2 halves of sentence)
2. In pairs, students walk around room, looking at pictures and
decide which sentence a or b best describes each situation
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To
vary pairing of students
To provide drill of structures
To consolidate work done in class and provide link with student
book
To provide visual context for spatial learners
To give students opportunity to speak, move around
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pair
cues
colour f/c
cues SB p58
sentence cues SB p58
music
notebook
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9
10 mins
2 groups
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1.
Prepare interview role AAA/BBBNB think about tenses PAST SIMPLE
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To
help each other prepare role
To provide useful context for practice of structures orally
To check if students can distinguish use of structures
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role
card
music
notebook
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10
10 mins
pairs
pair/gp
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1.
In pairs A/B students practise interview role play
2. Pair demonstrate for group, other students listen for verb
forms (pps/ppc)
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To
give speaking practice
To give reason for practising role play
To encourage students to listen for forms
To have record on tape for analysis
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role
card
blank tape
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11
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Collect
in/give out homework
Student book page 59 ex. 1, workbook page 33 ex. 6
Write about topics in interview roleplay
Remind students about 2 minute talk about achievement
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homework
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