Total English pre-intermediate Teacher's Resour (Total English pre-intermediate Teachers Resour), страница 13

Goaroundthectass,askingSsto pronouncethenameofthecountriesin turnandwhereyoucanfindthem.>G Sstall<in pairsaboutthecountriestheyhave/haven'tvisitedandthosetheywoutd/wouldn't[iketo visitandwhy.Getsome5s to sharetheiropinionswiththeclass.2a) RefertheSsto the exampteandelicitthecommon(-ian,-ishand-ese).Remindendingsusedfor nationalities- Greek.Ssthattherealsosomeexceptionse.g.,GreeceSswritethe nationalityfor eachcountryin pairs.b > Ssthenmarkthe stressandpractisepronouncingthewords.Playrecording6.r sothatSscancheckthepronunciationandthengo aroundthe classhavingdifferentSspronounceeachnationatity.) TetltheSsto closetheirbooksanddividetheclassintotwoteams.OnepersonfromteamA saysa countryandonepersonfromteamB hasto saythe correspondingnationalityandviceversa.SsarenotnecessarilVtimitedby thosecountriesgivenin the book.Theteamsscoreapointfor eachcorrectlypronouncedword.3 ) HavetheSsdiscussthemeaningoftheunderlinedexpressionsin thequestionswitha partnerfor a fewminutes.Checl<themeaningswiththewholeclassandhavetheSsanswerthequestionsin pairs.Getfeedback.EXTENDTHE LEAD-INPtay'Guessmy country'.Thinkof a countryandtetlthe Sstheyhavetwentyquestionsto whichyou canansweronlyyesor no in orderto guesswhichcountryit is.

Ss ask questionse.g.,ls it in Europe?ts it big?Are there mountains/beaches?Is the capital city ...?Giveeachstudenta countrywrittenon a pieceofpaperor havethemchooseonethemselves.Ss playthe gamein groupsor as a wholeclass.NewZealandconsistsof a groupof islandsthat lie in theSouthPacific,almostz,oookm fromAustralia.lt hastwoofficiallanguages,EngtishandMaori.TheMaori,who settledon the islandsin aboutr,oooAD,makeup about9% of thetotatpopulation.Manyof theirancienttraditionsarestittkeptalive,althoughNewZeatandhasa maintyEuropeanfeetto it.In this lesson5s listento sometour guideinformationaboutNewZealandandconsiderthe futureof the touristindustry.ThroughthiscontextSsanatysethe useof will forpredictions.OPTIONALWARMERWritethe fotlowingwordson the board:Kilimonjaro;Loch Ness;Copacabona;Majorcai the Mediterranean;the Atlontic; the Thames;the Amozon;the Sahora.Ask Ss:Q: What arethesethings and wherecanyoufind them?Getfeedbackfromthe wholeclass.Teachthe wordsSs don'tknow.l(ilimaniarois a mountainin Tanzania;LochNessisa lal<ein Scotland(/ochmeanstake);Copacabanaisa beachin BrazihMajorcais an islandoff Spain;theMediterraneanis the seafoundbetweenSouthernEurope,the Levantand NorthernAfrica;the Attanticisan oceanfoundbetweenAmericaand Europe/Africa;the Thamesis a riverin London;the Amazonis a riverin SouthAmericaandthe Saharais a desertin Africa.Listeningla)Ssworkwitha partnerto tabelthe map.b > etayrecording6.2 andSs[istenandchecktheiranswers.Payspecialattentionto the pronunciationofisland /allrendl.)Altthe wordsareusedexceptforestand desert.2a)Ss readthe sentencesin pairsandguesswhatinformationis correct.Getfeedbacl<fromthe whoteclass.b ) Rtayrecording6.3 andSs checl<theiranswers.Askanumberof Ssto readthe correctsentencesaloud.) Readthroughthe possibletitlesfor thetextwiththewholeclass.Ssreadit andchooseonewitha partner(ThenewNewZealand).Tellthemnotto worryaboutanyvocabularytheydon'tunderstandat thisstage.5 ) AskdifferentSsto readthestatementsaloudandcheckeverybodyunderstands.Ssthenreadthetextagainandmarl<thestatementstrue(T)or false(F)withapartner.Checl<theanswerswiththewholeclass.6) FocusSsonthe example,locatetheyin thetextandreadthecompletesentence.NowSsdo thesamein pairsfortheotherwordsor phrases.Checktheanswerswiththewholeclass.) AskSsif thereareanywordsor phrasesin thetextthattheystiltdo notunderstand.EncourageotherSstoexplainthe meaningif theycan.lf not,explainyourself.7 )' Ssdiscussthequestionsin sma[[groups.EncourageSsto askfollow-upquestionsastheydo this.Getfeedbacl<fromthewholecrass,GrammarOPTIONATGRAMMARLEAD.INAskthe Ss the followingquestionsaboutthe futureof tourism.Eticit/modetshortanswerswith uz'llandwon't andSs' reasons,Q: In the future,do you think peoplewill traveltoother planetsfor their hotidays?/peoptewilt stopsunbathing?/thesea witl hecometoo dirty to swimin?/peoptewill havemoreholidays/peoplewiltinventa new quickerform oftransport?8 ) FocusSsontheActivegrammarboxandtell themtocompletethesentencesin pairs.Copythesentencesonthe boardandelicittheanswersto fil the gaps.Active grammar3 ) Sstatl<aboutthe questionin pairs.Getfeedbacl<fromthewholeclass.Reading4 ) FocusSson the photosandaskwhatthevare(a posterfromTheLordof the Ringsanda,villige'inNewZeatand).AskSswhattheythinl<the relationis betweenthesephotosandNewZealand(lt wasfitmedthere).+ Thenumberof touristswittdoublein the nearfuture.- It won't (witlnot)stopthere.? Willtourismchangethe naturalbeautvof thelandscape?) ReferSsto Referencepage53.AttowSsa fewminutesto lookat the information.Thenasl<:Q: Doesthe verbformchangewith he,sheor it? (No).Q:Whatcanwe useif we wouldlike somethingto(l hope...)happen?Whatdowe useif we think somethingis not goingtoQ:(l don'tthinl<...)happen?Q:Apartfrommakingpredictions,whenelsedo we usewill?(Forpromisesandspontaneousdecisions)OPTIONALEXTENSIONDictatethe fo[[owingsentences.Sswritethemdown,comparewith a partneranddecideif theyarepredictions,promisesor spontaneousdecisions.Getfeedback,wr.itingthe sentenceson the board.t l'm cold.I think I'll shut the window.(spontaneousdecision)z I don't think he'll be famous.(prediction)3 l'Il help you tomorrow.(promise)4 I think she'll cometo the party.(prediction)5 I' II repairyour bike for you.

(promise)6 lf you're going shoppingI' ll stay at home.(spontaneousdecision)9 ) Checl<the Ss understanda[[ the verbsin the box andthen they worl<in pairsto completethe sentences.Checkthe answerswith the whole class.Pronunciation1Oa> Ptayrecor.ding6.+andSswritethesentences.Eachsentenceis repeatedbutpauseat theendof eachsentenceif necessary.Sscomparein pairs.Checkwiththeclassandwritethesentencesontheboard.b > fetl the Ss to say the sentencesin pairs,focusingparticutarlyon the differencebetweenthe pronunciationof want and won't. Eticitthe difference.C) Teltthe Ss to changethe sentencesso that theyaretrue for them.Ss then comparewith a partner.Getfeedbacl<from the whole class.Person to person1 1 ) lf youhaveSsfromdifferentcountriesor regionstry to groupthemso thatthosefromthesamecountry/regionaretogether.TettSsto workin pairsto drawthemapanddiscussthequestions,makingnotesabouttheiranswers.) Rearrangetheclassso thatSsareworkingwithadifferentpartner.Tellthemto showeachothertheirmapsandexplainaboutthe placestheychoseandthe futureoftourismin thatarea.Getfeedbacl<fromthewholeclass.OPTIONATVARIATION5s workin pairsto plana newtouristcomplexfor thecity/townwheretheyarestudying.Theymustdrawa mapandmakenotesaboutthe differentfacititiesit will have.Eachpairpresentstheircomplexto theclassand5s votefor the onetheythinl<is the best.Thislessonis basedon an AmericanTVseriesknownasFrontierhouse,firstbroadcastin Apritzooz.Threefamitiesweretakento a remoteareaof Montanaand leftto seruptheirown homes,rearanimals,catchfishandmakefoodwithoutthe assistancejust as the firstof moderntechnology,settlershaddone.Moreinformationcanbe foundar:www.pbs.org/wnet/frontiernouse.In this lesson,5s listento two peoptetatkingaboutFrontierhouseandthroughthis context,theyconsiderthe grammaroftoo, too much/many,andenough.OPTIONALWARMERWritethe datez85oon the board.AskSs to workwitha partnerto imaginewhatlifewouldhavebeentikeat that time.Whatthingswouldthey likeandwhatt h i n g sw o u l dt h e ym i s s A.

sk:Q: Doyou think tife is betternow or then?Why?Getfeedbackfromthe wholeclass.Listening1a> Ssreadthroughthetextandlookat the photos.Tettthemto discusswitha partnerwhattheythinkFrontierhouseis about.Getfeedbackfromthewholeclassby askingthefoltowingquestions:Q:Whatis Frontierhouse?(aTVprogramme)Q:What'sit about?(nineteenthcenturytife)Q: Howtongdid the famitytry this lifestyte?(sixmonths).Q: Howmanychildrenwerethere?(four)Q:Wherewasthe familyfrom?(Catifornia)b ) Ssmakepredictionsin pairsandmakenotesin thebox.GetfeedbackfromvariousSs.2a ) Ptayrecording6.5andaskSsto listento seeiftheirpredictionswererightor wrong.Altowthemtimetodiscusswitha partnerwhattheyheardandthenask:Q.

Didthey havea hardtime?(yes,particulartythemotherandfather.Thechildrendidat firstbut laterthevseemedto enjoyit more.)b ) GivetheSsa momentto readthroughthesentences,thenplayrecording6.5again.Sscirclethecorrectalternative.Allowthemto comparewitha partnerandcheckanswerswiththewholeclass.3 > AskSsto predictwhathappenedwhenthefamityarrivedhomewitha partner.Getsomefeedbacl<andthenplayrecording6.6.Sslistenandthencomparewithapartnerto discusswhattheyheard.Getfeedbacl<fromthewholeclass.4 ) Ssdiscussthequestionswitha partner.Getfeedbacl<fromthewholeclass.GrammarOPTIONALGRAMMARLEAD.INWritethe followingwordson the board.Ss workinpairsto put themin orderto mal<esentences.Elicitthe answers,writingthe sentenceson the board.t hard too life was (Lifewas too hard.)2 was workmuchtheretoo (Therewas too muchworl<.)3 too manytherecarswere(Thereweretoo manycars.)4 waterthe enoughwasn't hot (Thewaterwasn'thotenough.)5 weren'tshopsthereenough(Thereweren'tenoughshops.)5a> Ssdiscussthequestionwitha partner.Eticittheanswer(Theyhavethesamemeaning).b > Ssmatchtheexamplesandtherules.Checktheanswerswiththewholeclass.Active grammarr B - I'mtoo tiredto do anymoreworktoday.z C - l h a dt o o m u c ht i m ea n dn o t h i n g t od o .3 E- Thereweretoo manythingsto do.t a r me n o u g h .4 A - T h e y w e r e n 'w5 D -They oftendidn'thaveenoughfood.) Tettthe Ss to look at Referencepage63.