given example carefully and write down my own advice. -Students read the example carefully and then come up with their own advice. Students should try to write a paragraph, not just one sentence as they have been taught.
- Teacher encourages students to write down their own advice with confidence. 6’ PPT
Hand-out
Step 5 Wrapping up
(Whole classroom work) Reviewing today’s topic singing
up
(whole class- pair work- whole class)
The teacher
1) Asks students “Why do we get goose bumps when we get cold?” Elicit ideas from the students
2) Distributes handouts and gives instruction
2. Matching vocabulary
(Individual-Whole class)
1) Gives instruction
2) Elicit the answer from the students
The students
1) Discuss the question, guess the reason why and fill in the
up and read it out loud for other classmates to let them know about the British eating habits that only your group knows.
When another group tells you the information about the British eating habits, you need to write them down in the appropriate space in the table.
c.f) hand-out
★ British Eating Habits
Breakfast
Lunch
Dinner
Tea Break
(Ask a few conc
to copy the sentences
4) Give other situations and examples.
( Drinking water )
- “ He is still drinking water.”
“ He hasn`t stopped drinking water yet.”
( He was single. Now, he is single. )
- “ He is still single.”
“ He hasn`t gotten married yet.”
( He was in the class. Now, he is in the class.”
- “He is still in the class.”
“ He hasn`t gone home yet.”
given a list of food and the corresponding pictures to match. Teacher then asks students which food they would prefer to order.
C. Teacher asks students to imagine ordering food and what kind of conversation would there be between a customer and a waiter. Students briefly write them down.
D. Teacher gets some answers from the students and writes them on the board.
Speaking activities (6