Lesson 3 term 1.4 2024-25 FINAL

• English
• HBO
• Studiejaar 1

Welcome to lesson 3

Public speaking: meetings

Homework tasks

• Read the entire case description case 2 'Plan an Itinerary for a Gastronomy Tour' (see English 1.4 Syllabus)
  
• Decide which role you will play
  
• Each student searches and decides how to perform their role.
• Decide which agenda points to add to the agenda.
• Start writing your script for the case study
• Study the vocabulary words associated with Case 2.  Apply at least 10 to the final discussion.
• Study the Language of Meetings. Apply at least 5 to the final discussion.

Today's programme

1.  Pronunciation practice
2. Tongue twisters
3. Quiz
4. Practice case 2 and record case 2: Plan an Itinerary for a Gastronomy Tour, with your group
5. Watch the recording of another group and fill in a peer feedback form 
6. Send the peer feedback form to the group you observed
7. You can find the peer feedback form in the English 1.4 syllabus on Moodle
8. Introduction case 3 and preparation case 3

Assessment English date + time

See Teams class/periode 1.4/English

Overview case studies

Case study 1:  Invest in a hotel

Case study 2:  Plan an itinerary gastronomy tour

Case study 3:  Develop Airport Infrastructure

'Th' sound practice in class

The spelling ⟨th⟩ commonly produces 2 sounds in English pronunciation /θ/ and /ð/. Both are made with the tongue behind the teeth 

/θ/      think/ bath/ author/ month/ breath                                         

/ð/             the/ those/ this/ other/ although/ 

         'Th' sound practice

A challenge for the Dutch

Producing plosives: p / t / k at the beginning of a word (or syllable):

Peter Piper picked a peck of pickled peppers.

A tutor who tooted the flute, tried to tutor two tooters to toot.

Pretty Kitty Creighton had a cotton batten cat.

consonants = medeklinkers

Plosives = a plofje

Tongue twisters

1. Eleven benevolent elephants (x3)

2. Two tried and true trumpets (x3)

3. Rolling red wagons (x3)

4. Black back bat (x3)

5. She sees cheese (x3)

Tongue twisters

6. So, this is the sushi chef (x3)

7. Four fine fresh fish for you (x3)

8. Wayne went to Wales to watch walruses (x3)

9. Six sticky skeletons (x3)

10. Which witch is which? (x3)

Tongue twisters

11. Flash message (x3)

12. Good blood, bad blood (x3)

13. Pre-shrunk silk shirts (x3)

14. Ed had edited it. (x3)

15. Truly rural (x3)

16. Snap crackle pop (x3)

And mind the vowels!

17. Peter Piper picked a peck of pickled peppers. (3x)

18. A tutor who tooted the flute, tried to tutor two tooters to toot. (3x)

19. Pretty Kitty Creighton had a cotton batten cat. (3x)

klinkers

What are valid agenda points for Case 2, 'Plan an itinerary gastronomy tour'

The idea is to let students come up with several formal sentences (the language of meetings) which  they can use in their meetings. 

Where is the stress in the word 'itinerary'?

1. itineRAry
2. iTInerary
3. itiNErary
4. Itinerary

klemtoon

Where is the stress in the noun 'produce' (the food that grows on a farm)

1. PROduce
2. proDUCE
3. PRODUCE
4. PRODuse

Where is the stress in the word 'gastronomic'?

1. GAStronomic
2. gasTROnomic
3. gastroNOmic
4. gastronoMIC

The verb 'analyse' has the stress (klemtoon) in the first syllable: Analyse.
But where is the stress in the noun?

1. Analysis
2. aNAlysis
3. anaLYsis
4. analySIS

I have decided to become a vegetarian, and to forego the ……..steaks and other meats that my mother prepares so well.

1. succulent
2. tangy
3. culinary
4. tender

Many Western Europeans have adopted the ………..of the countries they occupied. The Dutch, for example, love Indonesian dishes.

1. culinary
2. cuisine
3. palate
4. savour

She really cannot cook! She boils everything into oblivion, uses no herbs or spices; everything tastes very ……

1. sour
2. insipid
3. tangy
4. bland

oblivion = disappears

2 possible answers 

Let's talk!

1. Practice Case 2 , Plan an Itinerary for a Gastronomy Tour
2. Make a group film recording
   
3. Upload the film recording on Teams
4. Watch the recording of another group and fill in a peer feedback form
5. Send the peer feedback form to the group you have observed
6. Upload the feedback form you RECEIVED on Teams
7. You can find the peer feedback form in the English 1.4 syllabus
8. Find a quiet spot to complete these tasks & return to the classroom.

Homework task

- Read the entire case description case 3, Develop Airport Infrastructure (see English 1.4 syllabus)

- Decide which role you will play

- Each student searches and decides how to perform their role/ Agenda points?

- Start writing your script for the case study

- Study the vocabulary words associated with Case 3

- Study a list of words on this topic on Moodle and each student will use at least 10 of these words in your discussion phrases that you will use in your meetings for each of the cases

Now you're ready for lesson 4!