Speaking focus 'Relative Values' (unit 2)

• Engels
• Voortgezet speciaal onderwijs
• Leerroute 4

Welcome to Mrs Everstijn's (online) classroom

Materials :

• Coursebook (p23)
• Pen & notebook = notes + answers

Homework check - verb patterns:

Exercise 3 - p22: (pass = 3pt)

1 D   2 E   3 B   4 C   5 A

Exercise 4 - p22: (pass = 3pt)

1 both   2 -ing   3 the infinitive   4 the infinitive

Exercise 5: students' own answer (class check)

Homework check - verb patterns:

Exercise 6: (pass = 7pt)

1 A making B to make (stop + -ing = discontinue an activity, stop + infinitive = in order to)
2 A phoning B to phone (try + -ing = do something as an experiment, try + infinitive = make an effort to do something difficult)
3 A to buy B buying (remember + -ing = refers back to the past, remember + infinitive = refers forward in time)
4 A to tell B telling (regret + -ing = refers to the past, something you are sorry about, regret + infinitive = used to give bad news)

5 A giving B to give (forget + -ing = couldn’t remember something happening, forget + infinitive = didn’t remember to do something)

Homework check - verb patterns:

Exercise 7: (pass = 10pt)

1 telling   2 to set up   3 to sell   4 to buy   5 sewing
6 to study   7 to get away   8 enrolling   9 to see
10 producing   11 to persuade   12 working
13 to make   14 to perform

Learning objectives :

• Students can use a wide range of vocabulary to talk about relationships
• Students can name and use conversation strategies
• Students can exchange and discuss ideas and opinions
  
• Students can invite and respond to partner's contributions
• Students can interact with another person
  

Look at the photo.

What do you see? (literally)

What do you assume? (include laptop possibilities)

What relationship do you think these two people have? Explain why?

Look at the photo.

What do you see? (literally)

What do you assume?

What relationship do you think these two people have? Explain why?

Do you think that these kind of relationships, of the two pictures, are important and why?

Name a conversation strategy.

Conversation/discussion strategies (CB p190-interview):

• Read/listen instructions carefully
  
• Discuss prompts in relation to the question
  
• Take turns; give opinions, agree, disagree
  
• Explain things in a different way (e.g. if you have similar opinion)
  
• Use range of functional language (asking, reacting, agreeing, disagreeing, suggesting, speculating, opening & summarising
• You do not have to agree => let's agree to disagree.
  

EXAM TIPS (CB p23):

• Give your opinions
  
• Listen to your partner
• Ask about their opinions
• Respond to what they say

Functional language conversation/discussion (CB p23 - ex 3):

• Agreeing: That's very true. Good point...

• Partially agreeing: I see what you mean, but... / I suppose so, but...
• Disagreeing gently: I'm not sure about that... / Well, actually...
• Expressing strong disagreement: I have to disagree with you on that... / I think the exact opposite...
• Asking opinions: What's your view on that? / Do you agree?
  

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

individual

exercise 2 (CB p23)

Write answers in notebook. Include (unit), exercise number + page number.

none

5 minutes

Class check

Read expressions ex 3. Keep calm & wait

Unit 2 speaking exercise 2

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

in pairs

exercise 5 (CB p23)

Discuss each question for 2 min.; take turns to start.

each other / teacher

10 minutes + 2min (= feedback)

Class check

Give each other feedback on the 4 exam tips;

Give your opinions / Listen to your partner / Ask about their opinions / Respond to what they say

Scaffolding:

• Students may look up relevant language phrases on page 23.
• Select Mutism students may listen in on the discussions of another pair and jot down tips/tops.

Students use feedback form to give each other feedback.

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

individual

Pauze & think: analyse feedback

Read feedback form & ask for additional info or solutions if needed.

each other

5 minutes

Class discussion

Read discussion prompts handout

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

in pairs

discussion prompts (handout)

Choose 4 question discuss them for 2 min.; take turns to start.

each other / teacher

10 minutes + 2min (= feedback)

Class check

Give each other feedback on the 4 exam tips;

Give your opinions / Listen to your partner / Ask about their opinions / Respond to what they say

Pauze and think: take 1 minute to select 4 prompts (out of 6) that appeal to you and your partner the most. Do not just rush into the assignment (= strategy)

Scaffolding:

• Select Mutism students may listen in on the discussions of another pair and jot down tips/tops.
• Help students choose which discussion prompts.
  

Students use feedback form to give each other feedback.

Looking at your feedback form, have you improved your discussion input?

YES

NO

Name a discussion/conversation strategy or exam objective.