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    RicardoLuisMendívilRojo
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    3 views1 page

    3 Teachertif

    Uploaded by

    RicardoLuisMendívilRojo
    teachertif

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 1
    “Teeeretop students’ sensitivity to word stress and lead ‘seis lesson, write the following countries on the board: eal Brazil, China, Gambia, Germany, Japan, Morocco, | Ssigal, Sweden, South Africa, and also the stress patterns —— |B 20 000 000 2000 “se students to work in pals to categorise the countries “s==2ing tothe pronunciation. (they have dificuty, get “pe focus first on the numberof syllables or tall thom how ‘my words are in each group.) ‘SeOhina, Sweden ea, ‘She Gambia, Germany, Portugal Be Morocco ee Australa, South Africa listening and Speaking (SB page 20) Sefore students open their books, write on the board: sb Africa 4 Scoeden 2, Gambia 8. Ask the students what se-sambers mean (if they're stuck say some family words soe). Ask them to open their books and read the sexductory information, Ask them how many people are ical family in their country. $© 151-155 Play the recording for students to note the cobers. Write answers 4, 9, 2, 3,6 on the board wi ‘mark beside each answer. Elicit the question, if ssary replaying the recording, and read the Language with students. Sisniss Louise, Australia 4 How many people are in your family? © Four. | | | Sulayman, Gambia & Sulayman, how many people are in your family? =: In my family? Nine. Torsten, Germany 4: Torsten — what about your family? Is it big? : No, only two ~me and my wife. Noriko, Japan 4: How many people are in your family? © Three. Hasna, Morocco A: So Hasna, how many people are in your family? 5: Six. My mother and father, my sister and her husband, My niece - that's my sister's daughter, and me, 3 Read the example conversation and drill the question, before asking a few stronger students to reply. Then ask students to stand (or turn and speak to others nearby) and ask and answer the question. Extra activity Before moving on, soa quck review o family vocabulary Options include + hing the male word and asking students to come up wth the coresponding female word fg bromner sister} ‘© writing the words in pairs (eg b___ - Fo and aig steers to + giving stents one mint owt al ho fay ‘eabuary they can remember and compan n pas Vocabulary (SB page 20) 1 9 156 Introduce the word niee (and nephew which is needed in exercise 2); drawing a family tree will help

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