6mins Ss look at pictures and T demonstration of how 7.

ation of how 7. Ss’ attention is focussed on how we form What shape is your mouth when you make
to pronounce target phonemes. the sounds. T.-sss this sound?
Look at my mouth… what shape is it?
6-8mins Each group focuses on how to pronounce the Peer learning. Ss-ss interaction: less TTT.
phoneme from their names then teaches the
other groups.
10-12mins Ss listen to dialogue again and mark the target 8. Learning check: can ss differentiate Ss mark phonemes (a, b or c) on
phonemes they hear. between the target phonemes? T-sss worksheet. T checks.

Flexi-time
Any emerging problems with target Emerging language or recurring problems Any questions about these sounds?
language/phonemes or other language with target sounds dealt with and then Any questions about the new vocabulary?
discussed. noted by T for further classroom work if
necessary. T-sss.
Extension Ss (in pairs) create a ‘weird and wonderful recipe’ Ss have chance to create something using Can you create a weird and wonderful
using the food on their lists then tell another pair target language. S-s. Ss-ss. recipe from the ingredients on your list?
about it.

Ss then role-play a TV cooking show

demonstrating how to make their recipe. Role-play using different identities: less
inhibitions and more creativity (?)
Extension for Worksheet with / ɒ / and / əʊ / sounds in Inductive learning exercise for higher level What is the rule/pattern?
higher level ss if
they finish minimal word pairs e.g hop / ɒ / and hope / əʊ / ss. Individual work if set as homework.
quickly or want Ss asked to put words into two groups and think
homework about what the rule is
(add ‘e’ to the spelling to create / əʊ / sound).