Total English pre-intermediate Teacher's Resour (Total English pre-intermediate Teachers Resour), страница 10

Ss listenand note down theiranswers.Allow them to comparewith a partnerand thenget feedbackfrom severaISs.) Ptaythe first sentenceof recording4.7 againand getthe Ss to repeatwith the correctintonation.Thentheypractisethe rest of the sentencesin pairs.OPTIONALEXTENSION3 > TeltSs to look at the tapescripton page156and ptayrecording. s t h e yl i s t e n t, e l l t h e mt o u n d e r l i n e4 . 7 a g a i nAw a y so f e x p r e s s i nogp i n i o na n d m a l < i nsgu g g e s t i o nasn dc o m p a r i s o n sG.e tf e e d b a c kw, r i t i n gt h e e x p r e s s i o nosn t h eboard.TelSt st o w r i t ea q u e s t i o tnh a tt h e ym i g h ta s ki nt h e p l a c ew h e r et h e ya r es t u d y i n gS.

o m eo f t h e s eq u e s t i o ncso u l db e t h es a m ea st h o s ei n E x .8 a o rsomecouldbe stighttydifferente.g.,Couldyou tellme the wayto the bonkTSsstandup and mingle,a s k i n ga n da n s w e r i ntgh e i rq u e s t i o n s .Speaking9a > f ticit/exptainthe meaningof 'marketresearch(acompanycompany'thatspecialisesin findingoutinformationfromthegeneralpublicabouta newproduct,for example).Thenin pairs5s choosea topictheywoutdliketo research.b > Sswriteaboutfivequestionsfor theirsurvey.At thisstagethe questions5s writeshouldbedirect.Goaroundtheclasshetpingwithvocabularyandcorrectingerrors.C ) Readthroughthe Howto ...boxwiththewholeclass.Te[[theSsto minglein orderto conductthesurvey.RemindquestionsSsthattheyshouldnowuseindirectandmakea noteof the answerstheyaregiven.)1O GiveSsfiveminutesto compiletheirresultsinpairs.Thenaskthemto reportbackto theclass.4 ) Ss worl<in groupsof threeor four.Tel[them tochoosea placefrom Ex.z and discusswhichfive thingsthey are goingto tal<ewith them.Stressthat they must tryto cometo an agreement.) Geta memberof eachgroupto explainwhat theychose,givingreasonsfor their decisions.OPTIONALVARIATIONAssigna placeto eachgroupso that at leasttwogroupshavethe sameplace.Fol[owthe sameprocedureas abovebut whentheyhavefinished,twomembersof eachgroupsit with a differentgroup.The5s mustthentry to convinceeachotherthat theirtistis the best.Answers:r quieter 2 moreexciting 3 worse4 happier 5 further/farther2>Answers:r Thegoldwatchis moreexpensivethanthe silverwatch.Thesitverwatchis not as expensiveas the goldwatch.

z TheBrightontrainleaveslaterthanthe Londontrain.TheLondontraindoesn'tleaveas lateas the Brightontrain. 3 Healthismoreimportantto me thanmoney.Moneyis not asimportantto me as health. 4 Brownbreadtastesbetterthanwhitebread.Whitebreaddoesn'ttasteasgoodas brownbread.3>Answers:r the mostexpensive 2 the hottest3 the taltest 4 the fastest 5 the friendliestCEF References4.r Cando: comparepeopleCEFBr descriptor:can summarise,reportand give his/heropinionabout accumulatedfactualinformationon familiarroutineand non-routinematterswithin his/herfield withsomeconfidence(CEFpage6z)4.2 Cando: write a thank-younoteCEFBr descriptor:canwrite notesconveyingsimpleinformationof immediaterelevanceto friends,servicepeople,teachersand otherswho featurein his/hereverydaylife,gettingacrosscomprehensibtythe pointshe/shefeelsare important(CEFpage84)4.3Cando: askpolitequestionsCEFBr descriptor:is awareof the salientpolitenessconventionsand actsappropriately(CEFpagerzz)4>Answers:r oneof the hottest(days)of z oneofthe best(swimmers)in 3 oneof the mostinteiligent(boys)in 4 oneofthe otdest(houses)in 5 oneofthe worst (shocks)of 6 one of the bravest(soldiers)in5>Answers:r Doyou knowwhy he isn'thomeyet?z Doyou knowif I canpayby creditcard? 3 CanyoutettmewhereI canfind a garage? 4 Canyou teltmewhosecarthis is, please? 5 Doyou knowwhattimethe nexttrainfor Manchesterleaves?6>Answers:(Doyou knowlCanyou tell me canbe usedinterchangeably)r ...whereI canfinda cheaphotel? z ...

ifthereis an Internetcaf6nearhere?3 ... howmucha taxito the airportis? 4 ...whereIcanbuy a mapof Britain? S ... if I needa visato goto lreland?7>Answers:r torch z reliable 3 achievemy goal4 scissors 5 skittsCEF quick briefTheCommonEuropeanFrameworkbelievesthat [anguagelearningcanbe measurednot by how muchgrammarorvocabularya learnerknows,but by whata learnercanachievewith the languagethat theyknow.Grammarandvocabutaryareonlyimportantin termsof whattheyempowera learnerto do.Thisis an 'action-oriented'approachtolanguage.Portfolio taskDownloadthe TotalEnglishportfolio free fromwww.long man.com/totaleng li.ish.Objective:helpstudentsto completethe qualificationssectionof theirPassport.T h i st a s kc a nb e d o n ei n S s ' L r .1 ) RemindSs ofthe purposeofthe portfotioandthePassport.2 ) .

Exptainthat theirformatquatificationsarealsoimportantandthat this is the othersectionofthe passporttocomplete.3 ) AskSsto tisttheirformalqualificationsandcomparewith a partner.4 )AskSs to completethissectionof theirpassport.OverviewD Writestageon the btacl<boardandaskthe Ss if theyknowwhatit means.Eticit/teltthe Ssthat it'sa levelor periodoft i m ei n a p r o c e s s .) Writethe foltowingageson the board:y 15,3o,5o,65andBo.Asl<the Ssto brainstormoneor two thingsnormallyassociatedwith eachstageof a person'slife.Givethefollowingexample:Whenyou areoneyou can'tspeakandyousleepa 1of.Getfeedbacl<fromthe wholeclass"1 ) Write eorly/ate/mid-twentieson the board.Ask Sswhich one they would use for a personwho is zr. And fora personwho is z5 or 28.Tellthem to look at the photosa n d d i s c u s sw i t h a p a r t n e rw h a tt h e p e o p l ea r ed o i n ga n dhow old they are.Ss sharetheir ideaswith the rest of theclass.SummaryLessonr: Ss readaboutthreeyoungaduttsof differentnationalitiet asl k i n ga b o u t h e i rl i f ee x p e r i e n c ehso, p e sa n do b l i g a t i o nTsh.

e nt h e yd i s c u s rsu l e sa n do b l i g a t i o ni ns t h e i rowncountries.L e s s o zn: S sr e a da w e b s i t ef o r ' F r i e n dUs n i t e dw' , h l c hi s ac o m p a ntyh a th e l p so l ds c h o oflr i e n d st o g e ti n t o u c hw i t he a c ho t h e rT. h e nt h e yt e l la s t o r ya b o u tf r i e n d s h i p .L e s s o3n : S sd o a q u i za b o u ta g e i n ga n dl i s t e nt o a r a d i oprogrammeaboutfactorsthat affectlifeexpectancy.Thent h e yt a t ka b o u t h e i rp a s th a b i t s .CommunicationFocus:Ss listento a programmecalledlhlsis yourlife,whichpresentsthe lifeof actor,PierceBrosnan.T h e nt h e yi n t e r v i e wa p a r t n eirn o r d e rt o m a k ea s i m i l a rpresentation.Filmbank OnGoldenPond(z'5o")An extractfromthe classicHollywoodfilmOnGoldenPondstarsKatherineHepburn,Henry.

Fondaand hisdaughter,Thefilm centresJaneFonda.aroundthe relationshipbetweencharactersfromtnreedifferentgenerations.In this extractJanehasjust metherparentsagainfor the firsttime in agesandshe'sbroughtthe teenagesonof hernewboyfriend.placesto usethis shortfilm are:Possible) beforethe Lead-into introducethe topicof agesandstages) afterLessonr to extendthe topicof adolescenceandadulthood) a t t h e e n do f t h e u n i tt o r o u n du p t h et o p i ca n dlanguageForwaysto usethis shortfilm in class,seeStudents'Bookpaget37 andTeacher'sBookpager77.2 a > C h e c kt h a t S s u n d e r s t a ntdh e w o r d si n t h e b o x .Q: When you are six months old, what are you? (a baby)Q: When you are two years old, what are you? (a toddter)a n ds o o n .) Tettthe Ss to write an age rangefor eachwordindividuatty.b ) HaveSs comparewith a partnerto see if they agreeor disagreewith eachother and then discusseachconceptw i t h t h e w h o t ec l a s s .3 ) Ss work in pairsto discussthe age at which peoplei n t h e i rc o u n t r yn o r m a [ [ dy o t h e a c t i v i t i e isn t h e b o x .l fyour classis of mixednationatity,it might be a good ideat o g r o u pS s a c c o r d i n tgo t h e i rc o u n t r yo f o r i g i n .G o a r o u n dt h e c l a s sh e t p i n gt h e S s w i t h a n ye x p r e s s i o nt sh e yd o n , tu n d e r s t a n dH.

a v eS s s h a r et h e i ri d e a sw i t h t h e w h o t eclass.4 ) ' R e a dt h e e x a m p l eo u t l o u dt o t h e S s a n d t e t tt h e mt h e yh a v et o t a l k a b o u tt h e m s e l v eosr s o m e b o d yt h e yl<nowwe[1in a simitarway.GiveSs a coupleof minutestothinl<and makebrief notesaboutwhat they are goingtosay.Havethem work with a partnerto tell their stories.G e ts o m ef e e d b a c kb y a s k i n gi n d i v i d u aSt s t o t e t ty o ua b o u tw h a tt h e i rp a r t n e rh a d t o l d t h e m .EXTENDT H EL E A D - I NTe11the Ssto lookbackat the wordsor phrasesinEx.3.

Askthemto thinkaboutthe ageat whichpeopledid thesethings1ooyearsago.Dotheythinkthat it was betterin the pastor do they preferthe waythingsarenow?) Sscompletethe rulesin pairs.Writethe ruleson theboardandcompletethemby eticitinganswersfromSs.In manycountriesa person'seighteenthbirthdayis oFgreatimportance,as it marksthe ageat whicha teenageris generattyrecognisedto be a [egaIadult.In Britain,forexampte,youcan'tvote,get marriedwithoutyourparents'p e r m s s i oonr d r i n ka l c o h oi ln a p u bu n t i ty o ua r ee i g h t e e nI n.the USAit'sthe same,exceptthatthe tegalagefor drinkingalcoholis twenty-one.In this lessonSs readaboutthreeyoungpeople,fromdifferentculturalbackgrounds,commentingon tifeateighteen.Throughthis contexttheyanatysethe grammarofshould(n't),can(can't)and(don't)haveto.OPTIONATWARMERWritea numberof dateson the boarde.g.,Augustzoo3, December2oo7,tg9z, t989.

Ask Ss to thinkaboutthesedatesandto tetttheirpartnerwhattheyrememberor knowabouttheirtifeat that point.Getfeedbackfroma numberof Ss.Active grammarUseconto saysomethingis possibte.Usehavefo to saysomethingis necessary.Useshouldto saysomethingis a goodidea.(opinion)Usecan'tto saysomethingis not possibte.Usedon't havefo to saysomethingis not necessary.Useshouldn'tto saysomethingis not a goodidea.(opinion)> Te[[Ssto lookbackat theexamplesentencesandask:Q: Howls havedifferentfromshould andcon?Ssdiscussthequestionin pairs.Eticit/teach(havetal<estheanswersthefuttinfinitiveandtheauxiliaryverb,shouldandcantakethe infinitivewithoutfo andno auxiliaryverb)> PointoutthatSscanconsultReferencepage53.5 ) Ssworkin pairsto choosethe bestalternative.Checktheanswerswiththewholeclass.Reading1 ) Ssdiscussthequestionin pairs.Encouragethemtogivereasonsfor theiranswers.Getfeedback.2a> Oividetheclassintothreegroups.GroupA readsthe.texton page46,groupB readsthetexton page125andgroupC readsthetexton pager3o.Ssworktogetherin groups,completingthetabteforthe personin theirtext.GetfeedbackfromvariousSsfromeachgroup.6 ) ReadtheexamplesentencewiththewholectassandthenSsworkin pairsto completethe restof thesentences.Checl<theanswerswiththewholeclass.Pronunciationb ) Rearrangethe classintonewgroupsof three,onestudentfromgroupA, onefromB andonefromC.Sstakeit in turnsto telttheothersaboutthetextthevhaveread.EncourageSsto usetheirownwords.3 ) ReadthroughthequestionswiththewholectassandthenSsworkin thesamegroupsas in Ex.zb,discussingtheiranswers.GetfeedbackfromvariousSs.GrammarOPTIONALGRAMMARLEAD.INWritethe followingsentenceson the board:Youshouldspeakin Englishin class.Youcqnsmokein closs.Youhaveto be a good swimmerto study Engtish.Ssworkin pairsto sayif the sentencesaretrueorfalse,correctingthe verbformof the fatsesentencestomakethemtrue.Elicitfeedbackfromthewholeclass.4 ) Focus5s on theActivegrammarboxandreadthroughtheexamplesentences.AsktheSsiftheycanrememberwhosaideachone;WongFei,lsabe[or Gregor.7 ) Readthroughthe sentenceswith the wholectassandthen play recording5.r.