L
Function: Describing people , requesting politely , ...
Notions: Prepositions , adjectives ( descriptions ), link-words ( and – but ), sorry ,...
visual aids: pictures , textbooks, BB
Objective: PP will work out rules through doing a series of exercises related to phonology, grammar,
functional language, listening, speaking, reading and writing strategies. They will think over what they have
already learned and increase their awareness of how language works.




Procedure

Step One Rhythm'N Sound PP formalize the rules that they have probably used
unconsciously in the other sections and rubrics.

 Ask the following QQ with the appropriate intonation. Put the appropriate arrow at the end of each question : ( 1 page 42)
T.gets PP work in pairs using the questions in short dialogues.T. illustrates with an example.
(e.g., Have you go a pencil? Yes? I have) Some PP write the short dialogues on board and indicate intonation with arrows. Once this is done, T. makes them observe the intonation patterns in the questions,how the questions are asked, and how they have responded to them. This will allow them to draw the following rule:
The voice goes up in yes-no questions and goes down in wh-questions.

 Listen to the pronunciation of the highlighted vowel sounds in the song. Then complete the table below with the highlighted sounds you see and hear. ( 2 page 42 )
T. directs PPs' attention to the tables below the nursery rhyme to illustrate the two vowel sounds (short and
long «i»). He reads it aloud to allow them to check their answers and lets them complete the two tables. After
checking the answers , PP complete the rule:

There are two «i» vowel sounds in English. One is short as in «little» and the other is long as in «each».

 Play with words: ( 3 page 42 )
This task should be carried out in such a way as to make PP relax. T. simulates the game with a pupil, then encourages the other PP to find English words containing the short and long «i» vowel sounds.
Samples of the game (dialogue) are written on board in order to be copied down by PP.

Step Two Word Formation
 Match one word from column A with another word from column B to form compound words( p. 43)
T. copies the table on the board and matches a word from column A with another word from column B. Then lets PP do the same with the other remaining words on a rough exercise book..
Colour TV, Central unit, Evening news, Science fiction, computer science, mystery films, pen friend, switch
button, sitcoms (situation comedies).
T. makes them observe the corrected exercise and draw the rules:
I can join two words to form a (new) compound word;
When I pronounce compound words I put the stress on the first part (element) of the compound word.
(The stress is highlighted in red)









Step Three Sentence Structure
 Join these pairs of simple sentences with the right link-words ( and – but ) to form compound sentences. Make any necessary changes : ( page 43 )

T. joins two of the simple sentences and writes the compound sentence on board. PP will join the rest
of the sentences. The keys of the exercise are as follows:
a) I like the pictures in this book, but its story is not interesting (for me). Or
I like the pictures in this book, but I don’t find its story interesting.
b) Harry Potter is a very amusing film, and I like watching it.
c) She likes tennis, but she prefers football.
d) I’m sorry, but I’m busy this evening.

In compound sentences I use and to express the idea of reason as in (b).
In compound sentences, I use but to express contrast between two ideas as in ( c).
I also use but with the word sorry to express polite refusal of invitation or disagreement
with what someone else has said as in (d).