modelo de clases de ingles online_ englishtown
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220915 renng a place
Final task
Students describe their rental property to a prospecve
tenant.
Vocabulary
items in a home: book shelf, bathtub, sofa, swimming
pool, etc.
Grammar / Funcon
This is nice. / This is a nice apartment.
Let me show you around.
Is this ________ new?
Ill take it!
Feedback focus
Grammar / Funcon
There are a number of quesons that rely on subject-
auxiliary inversion: Is it near the subway? Is this fridge
new?
Look out for any word order problems.
Stronger students may want to use more expressions,
e.g. Let me show you around. This is the living room.
The kitchen's this way. Here's the bedroom. Have a look
yourself. I can put my sofa over there. These are all
covered in the courseware unit for this lesson.
Word choice
There are many items in a house which are not covered
by the lesson and which students may want to name.
Students may need me and support to produce them.
Pronunciaon
You may want to point out to students that many of the
items take the same word stress: book shelf, bathtub,
swimming pool, coee table.
Lesson mings
All suggested lesson mings are approximate anddepend on how many students you have and the speed
at which they get through things. Slower groups may
have trouble reaching the task, while faster ones may
reach the end ahead of me.
The range of mes on the tasks is wider, as the amount
of feedback needed will vary greatly from group to
group.
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Accepng an invitaon (clase interesante. Presente connuo)
Final task
Students accept an invitaon to a party.
Vocabulary
Party words: gis, bole of wine, snacks, etc.
Grammar / Funcon
What are you doing on _______?
Im __________.
Are you free on ________?
Im having ________ over for ________.
Oh, great!
What me should I come?
Around _________.
Can I bring anything?
How about _______ ?
Oh, great!
Lets see
Sounds good!
Feedback focus
Grammar / Funcon
Students may be encountering the present connuous
for planning something in the future, for the rst me.
Reward their use of this, e.g. What are you doing
tomorrow? We're having my parents over to dinner
next weekend. I'm meeng some friends on Wednesday
night.
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You may wish to point out that they can use dierent
phrases to invite people to a party, e.g. Are you free on
Sunday? Would you like to come to a party?
Word choice
Encourage students to memorize useful chunks of
language, like Lets see, Sounds good, Oh, great! and to
explore and try out synonyms for them.
Pronunciaon
Listen for natural-sounding intonaon. When inving
people to a party, politeness and showing interest are
key.
Lesson mings
All suggested lesson mings are approximate and
depend on how many students you have and the speed
at which they get through things. Slower groups may
have trouble reaching the task, while faster ones may
reach the end ahead of me.
The range of mes on the tasks is wider, as the amount
of feedback needed will vary greatly from group togroup.
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2da clase
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Answering interview quesons
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Final task
Students answer interview quesons about their skills
and free me acvies.
Acvies: taking photographs, running, geng together
with friends, etc.
Note: Three new lexical items are introduced in this
lesson; giving presentaons, working in a team,
nishing work on me.
Grammar / Funcon
What are you interested in?
I m good at_______.
I'm interested in ________.
Feedback focus
Grammar / Funcon
Help students with the _-ing forms aer I like ___; Im
interested in ___; Im good at ___ .
Word choice
Help students with the tricky dependent preposions
such as What are you interested in? I m bad / terrible /good at.
Pronunciaon
Listen for and reward the use of the schwa sound on
(good) at /t/
Strong students may be able to use pauses aer words
like well to indicate they are thinking.
Lesson mings
All suggested lesson mings are approximate and
depend on how many students you have and the speed
at which they get through things. Slower groups may
have trouble reaching the task, while faster ones mayreach the end ahead of me.
The range of mes on the tasks is wider, as the amount
of feedback needed will vary greatly from group to
group.
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Final task
Students check into a hotel.
Vocabulary
Elevator, key card, passport, luggage
Grammar / Funcon
I would like to check in, please.
Can I see your passport and credit card, please?
So, thats ________ for _______.
Actually, _______ (negave)
Thats right. (posive)
Sorry about that.
Heres your _________.
Its room _________.
The elevators are _______.
Thank you very much.
Feedback focus
Grammar / Funcon
You may want to point out that we use the phrase
would like + innive to make a polite request. Nocehow would is contracted to 'd aer subject pronouns
such as I, he and they, e.g. Id like to check in, please.
Plenty of language funcons in the class: Some of the
descripons below might help to explain them.
If the informaon is correct, we can use the following
expressions, e.g. Right. / That's right. / Correct. Thats
correct.
If the informaon is incorrect, we use the word actually,
e.g. Actually, it's 11 nights.
The person you correct might apologize with
expressions like sorry about that or excuse me.
To close a conversaon, people oen make a polite,
friendly comment. When checking in to a hotel, for
example, the clerk might say You're all set to signal that
the check-in is complete. The clerk might then say
something like Have a nice day. / That's about it. / Have
a pleasant stay. / Have a good evening. / Take care.
Word choice
The student may choose to use the word luggage or
suitcase (maybe even bags or baggage). Listen for
incorrect plural usage of luggage.
Pronunciaon
Saying the dates can also pose a problem, e.g. /frst/,
/se-knd/, /thrd/, /frth/.
Listen for the correct pronunciaon of /lg.d/ and the
correct stress on elevator
Lesson mings
All suggested lesson mings are approximate and
depend on how many students you have and the speed
at which they get through things. Slower groups may
have trouble reaching the task, while faster ones may
reach the end ahead of me.
The range of mes on the tasks is wider, as the amountof feedback needed will vary greatly from group to
group.
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Good aernoon. May I see you
passport and credit card, please.
So, thats one person for three
nights.
Actually, its
Oh, sorry about that. So,
Student A = receponist.
Student B = guest.
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Where are you from?
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Final task
Students will exchange informaon about themselves,
including details of where they are from.
Vocabulary
Countries: Japan / China / Brazil, etc.
Grammar / Funcon
Where are you from?
Im from ____. And you?
Where is ____?
Its in ______.
Feedback focus
Grammar / Funcon
Students may have diculty with the pronoun it in
phrases like Its in Brazil.
Students may also mix Where are you from? and Where
do you come from?, making hybrids of the two.
Word choice
Students may mix naonalies with countries.
Pronunciaon
Listen for the correct stress in the naonalies.
Lesson mings
All suggested lesson mings are approximate and
depend on how many students you have and the speed
at which they get through things. Slower groups may
have trouble reaching the task, while faster ones may
reach the end ahead of me.
The range of mes on the tasks is wider, as the amount
of feedback needed will vary greatly from group to
group.
Professor pronunica Im /aiam/
No pronuncia /am/
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Returning an item
Final task
Students return an item to a shop.
Vocabulary
Clothing-related problems: it has a hole in it / itsstained / it doesnt t / its damaged
Grammar / Funcon
I'd like to return _______
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What's the problem?
Theres a _____ in it.
It doesnt _____.
Do you have your receipt?
Feedback focus
Grammar / Funcon
Theres a mix of do and be in the problem-related
language (it doesnt t / its damaged) that might beconfusing to students and lead to hybrids (like it isnt
t).
Word choice
The language related to problems may be fairly new to
Beginner students, and it may take some repeon
before they can easily recall it.
Pronunciaon
Listen for mispronunciaons of the -ed ending on
damaged and stained, which may be accidentally
pronounced as /dmd/ or /steinId/.
Lesson mings
All suggested lesson mings are approximate and
depend on how many students you have and the speed
at which they get through things. Slower groups may
have trouble reaching the task, while faster ones may
reach the end ahead of me.
The range of mes on the tasks is wider, as the amount
of feedback needed will vary greatly from group to
group.
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Ejemplo:
1er espacio en
blanco. Green
card(escuche).
2do espa.
I can't read it.(escribio
docente).
3er espacio (me
falto escuchar).
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