Unit 10

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Lesson 11
Rationale: This lesson starts with an engagement activity to provide Ss with an opportunity to notice the importance of using appropriate
responses in everyday conversations. Ss then listen to two students interacting and using relevant phrases and appropriate intonation to
show interest and to keep the conversation going. Following skills work on speaking, Ss are invited to notice the form and especially the
pronunciation (intonation and elision) of responses when showing interest and responding naturally. After that, Ss have two opportunities to
practise the phonological features noticed. In addition, Ss are introduced to Parts 2 and 3 of IELTS Speaking test, where they have to talk
about a topic given for 1-2 minutes and then answer questions related to the topic they talked about. Finally, Ss have another opportunity to
put into practice the exam skills together with the phonological features they have worked on in this lesson. However, in this communicative
task, Ss are given the freedom to choose the topics they would like to talk about most.
Performance Objectives:
Ss will be better aware of the importance of using appropriate intonation and elision to show interest when interacting in a conversation.
Ss will be aware of what is required from candidates for parts 2 and 3 of IELTS speaking exam.
Phase Suggested Procedures
FP MAC3_L11 p.2
LL 5
Use this time to check any doubts Ss might have concerning the previously assigned homework.
FP MAC3_L11 p.3
Ask Ss to think of news they have recently read about or watched on TV/ the Internet.
Engagement 7 Organise Ss into trios. Assign a letter to each component of the trios (A, B, and C). Ss then interact following the
role they were assigned: A shares the news; B listens and react to what s/he heard from Std A; and C
observe the interaction between the listener and the speaker and takes notes.
FP MAC3_L11 p.4
LL 2 State the Performance Objective for this lesson. Elicit the importance of doing this appropriately in real life, so
Ss have the chance to relate the objective of the lesson to the interactive moment they were having previously.
FP MAC3_L11 p.5
Pre-listening:
In pairs Ss discuss the characteristics of a good listener (Suggested answer: maintaining eye contact; showing
appreciation; waiting before giving their views; asking questions). Then Ss share how good/bad they are at
doing the things in the list.
Cultura-In: Use CB p.124 exs. 1, 2
While-reading Gist:
Ss listen to two students talking about an assignment theyve been given and check the characteristics of a good
listener they can notice in the conversation. Click on page icon to play the recording (track 2.21). Ss compare
answers then check with WG.
SD 20
FP MAC3_L11 p.6
While-listening Specific:
CB p.124 ex. 3 Ss listen to the conversation again and answer the questions. Click on page icon to show
questions. Ss compare answers. Check with WG using the answer key available via the coursebook icon at the
bottom of the page.
FP MAC3_L11 p.7
Post-reading:
In pairs, Ss share their opinions on the questions: 1. Do you usually react in the same way the speakers did?; 2.
As a listener, are you usually rude or friendly?
FP MAC3_L11 p.8 Feedback slot
FP MAC3_L11 p.9 (Books closed)
Showing interest + Intonation and elision
Ask Ss to read the sentences on the board and group them into (a) showing interest and (b) keeping the
conversation going. Elicit and check meaning, form and pronunciation. Drill the sentences/phrases on the board
to practise intonation.
HN 15 FP MAC3_L11 p.10
Ss work in pairs and complete the gapped responses on the board. Invite Ss to contribute with their answers.
Board Ss answers. Take the opportunity to check meaning, form and pronunciation. Elicit other possibilities
where applicable. Work on the intonation used in the sentences (a) to show interest and (b) to respond
naturally.
Ask Ss to prepare CB p.124 ex. 4.
FP MAC3_L11 p.11
Ss look at the responses on the board and, based on the intonation used for each of them, decide whether the
speakers show interest, surprise or agreement. (CB p.124 Showing interest).
Click on the page icon so Ss listen to the recording (track 2.22) and compare their answers. Check correct
answers with WG. Click on each response to show answers.
Practice 10 Ask Ss to use the language box in their coursebooks and practise the mini-dialogues applying the appropriate
intonation.
FP MAC3_L11 p.12
Ask Ss to read the responses on the board and decide which sounds are elided in each of them.
Click on the page icon to play the recording (track 2.23) so that Ss can compare their answers.
Click on each number to show the phonetic transcription. Ask Ss to practise saying them with their partners.
MAC1_GUIDELINES 13.02.2014 MATERIAL DE USO EXCLUSIVO DA ASSOCIAO CULTURA INGLESA SP. VETADA A REPRODUO 1
 (1) More information on elision and other features of connected speech is available at:
https://www.teachingenglish.org.uk/article/connected-speech-2 and
http://martinweisser.org/courses/phonetics/connect/elision.html
FP MAC3_L11 p.13 Feedback slot
FP MAC3_L11 p.14
WB p.81 ex. 5 Choose a relevant pattern of interaction for your group and tell Ss they are going to listen to
Practice 10 some statements/questions and they have to respond to them. Click on the page icon to play the recording. If
necessary, repeat the activity asking Ss to work with different peers.
FP MAC3_L11 p.15 Feedback slot
FP MAC3_L11 p.16
IELTS Speaking Parts 2 and 3 Introduce Ss to the task type and briefly check if anything is unclear to them. Tell
Ss they are going to work in pairs and they will play the role of the candidate and the examiner. Click on Part 2
to show the task. Allow Ss 1 for the candidates to prepare their talk. Ss present their talk while their partners
pay attention to what they say. Remind them that they have between 1 and 2 minutes to perform the task. Ss
Exam Practice 10
swap roles and repeat the task.
Click on Part 2 again to hide the task and click on Part 3 to show 2 sets of questions to be asked by the
examiner. Ss perform the task and then swap roles again. Encourage peer feedback on intelligibility and
coherence.
FP MAC3_L11 p.17 Feedback slot
FP MAC3_L11 p.18
Use Reusable Set MAC3_L10_Cards. Allow Ss to choose one (or more) of the following settings: (1) a coffee
break in a conference; (2) a get together with friends; (3) an informal meeting at the office; or (4) meeting
Communicative friends from school at a caf; and tell them they will be interacting in this/ these situation(s).
15
Task Ss work in trios and choose one (or more) topic(s) to talk about in a conversation in the given context. They can
choose from the 6 options displayed.
If time allows, change the context for each trio and ask them to choose different topics to talk about.
FP MAC3_L11 p.19 Feedback slot
FP MAC3_L11 p.20
Lexical Book 2
Ask Ss use their lexical books to keep a record of the language practiced in this lesson.
FP MAC3_L11 p.21
LL 2
Remind Ss of the PO and check with them if they can perceive the gain at the end of the lesson.
FP MAC3_L11 p.22
Assign homework:
WB p.81 exs 1, 2, 3, 4
e-Campus:
MPR003469 Interested or not?

FP MAC3_L11 p.23
Show Ss the items for Suggested Extensive Reading, Viewing & Exam Practice. Remind Ss that the list is also
available in their Students guide. Encourage Ss to scan the QR code available, which is unlocked in case you
need to enlarge it.
LL 2
Reading:
The 3 Magic Words That Create Great Conversations
http://www.huffingtonpost.com/jeremy-mccarthy/conscious-relationships_b_4414955.html
Viewing:
Julian Treasure: 5 ways to listen better
http://youtu.be/cSohjlYQI2A
How to Be a Good Listener
http://youtu.be/m6-4-XIHsxo
Exam Practice:
e-Campus: MEPI009106 IELTS Speaking Parts 2 and 3: 008

Language
Showing interest:
Really? / Are you? / Yes, wasnt it? / No, it doesnt, does it? / He didnt, did he? / Yes, do.

Responding naturally:
I expect so. / I hope so. / I think so. / I suppose so. / I think not. / Im afraid not. / I doubt it. / Me too. / Me neither.

MAC1_GUIDELINES 13.02.2014 MATERIAL DE USO EXCLUSIVO DA ASSOCIAO CULTURA INGLESA SP. VETADA A REPRODUO 2