IN YOUR BASKET 2

A. AIMS    

1. Knowledge   

- Pronunciation: c and ch 

2. Skills   

- Speaking: shopping

- Reading: understanding a theory

B. MATERIALS, FACILITIES AND METHODS   

- Materials: English File Pre-intermediate 4rd edition (SB and WB)   

- Facilities: chalk, board, draft paper   

- Methods: pair and group work, game, role play, presentation   

C. PROCEDURE   

1. Class stabilization:    

- Check class attendance: …………………………   

+ Absent students: ………………………………………………………………………

- Ask some questions:    

What day is it today?   

What is the weather like?   

How are you today?   

2. New lesson   

WARM-UP (books closed) 

Tell Sts they are now going to answer the same questions as the people in the
interview in 3a from the previous lesson.

- Put Sts in pairs and get them to interview each other.

- Get some feedback from various pairs.

1. PRONUNCIATION

1.a. Write on the board CUT and CENT and elicit their pronunciations. Highlight that
c can be pronounced /k/ or /s/.

- Focus on the two sound pictures and elicit the words and sounds: key /kiː/ and snake
/sneɪk/. Give Sts a few minutes to put the words in the correct row. Encourage them to
say the words aloud as they do this.

- Get Sts to compare with a partner.

1.b. Play the audio for Sts to listen and check.

- Check answers.

- Play the audio again, pausing after each word or group of words for Sts to repeat.

- Then focus on the question and check the answer.

1.c. Focus on the first question and elicit the answer.

Now play the audio for Sts to listen to the words and circle the ones that are
pronounced differently. Check answers.
Extra challenge

Elicit some more words where ch is pronounced /k/ or /ʃ/. Sts should know, e.g.
architect, mechanic, Christmas (ch = /k/), and chef, moustache (ch = /ʃ/). You may
want to tell them that words where ch is pronounced /ʃ/ are mostly of French origin.

1.d. Get Sts to practise saying all the words in a and c.

Extra support

If these sounds are difficult for your Sts, it will help to show them the mouth position.
You could model this yourself or use the the Sound Bank videos on Online Practice.

2. SPEAKING

2.a. Focus on the instructions. Do question 1 with the whole class and elicit the
missing past participles (bought and sold). Sts should complete questions 2–6 with the
missing participles.

- Check answers.

2.b. Focus on the follow-up question(s) after each present perfect question in a and
point out that they are in the past simple.

- Get Sts to interview you with the first two or three questions.

- Finally, get Sts to stand up and move round the class.

- When somebody answers Yes, I have to the present perfect question, Sts should ask
the follow-up questions.
- Get some feedback from the class.

3. READING

3.a. Focus on the instructions. Then read the introduction as a class and elicit some
answers.

3.b. Do this as a whole-class activity.

- Elicit some ideas from the class, but don’t tell them if they are correct.
3.c. Tell Sts to read the article and check their answer to b. Tell them not to worry
about the gaps.

- Check the answer.

Exrta support

Before Sts read the article the first time, check whether you need to pre-teach any
vocabulary.
3.d. Now tell Sts to read the article again and complete the gaps with phrases A–D.

- Get Sts to compare with a partner, and then check answers.

- Deal with any other new vocabulary. Model and drill the pronunciation of any tricky
words.

3.e. Do the first question as a whole-class activity. Focus on the pronunciation of half
/hɑːf/ and halves /hɑːvz/.

- Now put Sts in pairs and get them to work out the plural of the nouns in the list.

- Check answers, making sure Sts know what all the words mean.

3.f. Do this as a whole-class activity.

3. Homework

HOMEWORK: Ex.2 p.29; Ex.3 p.29