Total English pre-intermediate Teacher's Resour (Total English pre-intermediate Teachers Resour), страница 3

Therearea numberof jigsawreadingswherelearnersworktogetherandshareinformation.Thetengthandcomptexityof the textsget morechaltengingas the courseprogresses.Thetablebelowshowshowthe differentlevetsof TotalEnglishrelateto the CommonEuropeanFrameworklevelsandt h e U n i v e r s i ot yf C a m b r i d gEeS O mL a i ns u i t ee x a m i n a t i o innstermsof the [anguagetaughtandthe topicscovered;WritingWiththe growthof email,writingis becomingan increasinglyimportantskitl.IofalEnglishacknowtedgesthisby inctudingregularwritingtasl<sin the Students'Books.Thesearecarefullystructuredwithexercisesandexamplesdesignedto ensurethatlearnersareactuallyableto carryoutthetasks.Modetsof differentformaIandtypesof writing- emails,postcards,informallettersareprovidedin theWritingBankat the backofthe Students'Booksaswellas additionaladviceandguidanceon differentandwritingsub-skillsspellingsuchas punctuation,paragraphconstruction.Revision and testingThereareptentyof opportunitiesfor revisionin TotalEngLishandlanguageis constantlyrecycledthroughoutthe course.At the endof everyunit,therearespecialReviewand practicepageswhichtakethe formof mini-progresschecksenablinglearnersto identityareaswheretheymightneedfurtherpractice.In additionto the Reviewand practicepages,therearefourReviewandconsolidationsectionsin the accompanyingWorkbooks,anda wholerangeof additionalpracticematerialon the 'Catch-up'CD-ROMs.TheTeacher'sResourceBool<sprogressincludefour photocopiabletestswhicharedesignedt o b e u s e da f t e ru n i t s3 , 6 , 9 a n dn .Learner trainingTotalEnglishplacesa strongemphasison learnertrainingandgoodstudyhabitsareencouragedanddevelopedviathe Lifelonglearningboxeswhicharea featuredin manylessons.TheLifelonglearningboxesprovideusefultipsandsuggestionson howto continuelearningoutsidet h ec l a s s r o o mI n.

a d d i t i o nt ,h eV o c a b u l a br ya n k si n t h eWorkbooksnot onlyencouragestudentsto recordvocabutaryfromparticularlessons,but alsoto revisitandaddfurtherv o c a b u l a ri tye m sa s t h e ya r i s e .preparationWhilelofal Englishis not an examinationc o u r s ea, s t u d e nwt h oh a s ,f o r e x a m p l ec,o m p l e t etdh eU p p e Ir n t e r m e d i alteev e wl o u l dh a v es u f f i c i e n[ at n g u a gteoattemptthe CambridgeESOLFCE(FirstCertificatein Engtish)examination.Manyof the exercisesin the lofalEnglishStudents'Books,Workbooksand photocopiabletestsaresimilarin formatto thosefoundin the CambridgeESOLmainsuiteexaminationsbut specifictrainingis requiredfor all EFLe x a m i n a t i oanns dw e w o u l ds t r o n g l rye c o m m e nt hdi s .Forfurtherinformationon the Universityof CambridgeESOLe x a m i n a t i o ncso,n t a c t :C a m b r i d gEeS O Lr H i l l sR o a dCambridgeC B rz E UTel.+44 {o) tzz3 553355Fax.+44@)tzz3 46o278E m a i tE: S O L @ u c l e s .

o r g . u kwww.CambridgeESOL.orgTotal English ElementaryMarkFoleyhasworkedin Engtishlanguageteachingfor overz3yearsandhasextensiveexperiencein teaching(mosttyin the UKandSpain),teachertraining,examiningandmaterialswriting.Heist h ec o - a u t h oorf a n u m b eor f p u b l i c a t i o ni sn,c l u d i ntgh e L o n g m a nELTadvancedtittes,DistinctionandAdvancedLearner'sGrammar.Heis co-author,with DianeHatt,of TotalEnglishElementaryBookandWorkbook.Students'DianeHa[[hasworkedin Englishlanguageteachingfor overz5yearsandhasextensiveexperiencein teaching(mosttyin the UKa n dG e r m a n yp) ,u b l i s h i nagn dm a t e r i a lwsr i t i n g .S h ei s c o - a u t h o ro f a n u m b eor f p u b l i c a t i o ni sn,c l u d i ntgh e L o n g m aEn L Ta d v a n c e dtitles,DistinctionandAdvancedLearners'Grammar.Sheis coauthor,with MarkFotey,of TotalEnglishEtementaryStudents'BookandWorkbook.Tlotal EnglishPre-intermediateand UpperIntermediateRichardAcklamlivesin NorthLondonandhasbeeninvolvedinEngtishLanguageteachingsincer98z.Hehastaughtandtrainedteachersin Egypt,Franceandthe UKandhasan M.A.(TEFL)fromt h e U n i v e r s i ot yf R e a d i n gH.

i sp u b t i c a t i o ni nsc l u d ec o m p o n e not sfthe'Gotd'seriesandhe is co-author,withAramintaCrace,of TotalEnglishPre-intermediateand UpperIntermediateStudents'Books.AramintaCracelivesin NorthLondonwith hertwo youngdaughters,PetraandLota.Shehasbeeninvolvedin EngLishLanguageteachingsincer9B4and hastaughtandtrainedteachersin Brazi[,Egypt,Portugal,Spainandthe UK.HerELTpublicationsinctudeL a n g u a gt eo G oa n dG o i n gf o r G o t dS.

h ei s c o - a u t h o r ,with RichardAcklam,of TotolEnglishPre-intermediateand UpperI n t e r m e d i aSt et u d e n t sB' o o k s .TotalEnglishIntermediateand AdvancedAntoniaClaregraduatedfromUniversityCotlegeLondoninPsycho[ogy,and hasenjoyedteaching(bothaduttsandyoungerlearners),andteachertrainingin EuropeAsiaandSouthAfrica.Sheis nowa fuil-timewriterandfreelanceteachertrainerbasedin theU K .H e rp u b l i c a t i o ni nsc l u d eL a n g u a gt eo G oU p p e Ir n t e r m e d i a t eandsheis co-author,with JJWitson,of TotalEnglishupperIntermediateandAdvancedStudents'BooksandWorkbooks.HouseLondonand hastaughtfJWilsontrainedat Internationalin Egypt,Lesotho(wherehe rana studenttheatre),Cotombia,t h e U K ,l t a t ya n dt h e U .

S H. i sm a i ni n t e r e s tisn t h ef i e t di n c l u d evocabularyacquisitionandthe devetopmentof innovativemethodsfor the classroom.andmaterialsHisshortfictionis pubtishedbyPenguinand PulpFaction.Heis co-author,withAntoniaClare,ofTotalEnglishUpperIntermediateandAdvancedStudents'BooksandWorkbool<s.OverviewSummaryLessonr: Ssdo a quizto find out if theyarepartyanimalsandreada textwhichdistinguishesbetweenpartyanimal,cutturevultureandcouchpotato.Lessonz: Ss listento a TVprogrammewhichtalksaboutthe differentsteephabitsof differentspeciesof animalsandhumanbeingsat variousstagesof theirlives.Thentheytatkabouttheirownsleephabits.Lesson3: Ss reada text about Harrods,the mostfamousdepartmentstorein the UK.Thentheylistento a surveyinwhichcustomerssaywheretheyarefromandwhattheyaredoingin Londonand in Harrods.€ommunicationfocus:Ss listento a mantalkingabouthowimportantdifferentaspectsof Engtishareto himandthenSsconsiderhowimportantthesedifferentaspectsareto them.) Dosomegeneralrevisionof numberswithSsbyplayingthe game'BucksFizz'.) Explainthe rulesofthe gameto the Ss.Theyhavetocountoneby onearoundtheclass,butinsteadof saying3 or a multipleof 3 theyhaveto sayBucks,andinsteadof saying5 or a multipleof 5 theyhaveto sayFizz.lfthenumberis a multipleof both3 and5, theysayBucksFizz.E.g.,!,2, Bucl<s,tt, Bucks,4, Fizz,Bucks,7, 8, Bucks,Fizz,'r3, r4, Bucl<sFizz.Sswhogetit wrongareeliminated.) Nowrevisethe daysofthe week.Q: Whatday is afterMonday?Q: Whatday is beforeFriday?Q: Whendo you haveEnglishclass?Q: Whendo you go dancing?) Writethefottowingtimeson the board:8a.m.,1o.3oa.m.,1p.m.,Askstudentsto say4.45p.m.,2.15p.m.th,etimesin pairs.Nowcheckthetimeswiththewholeclass.1 ) Ssdiscussthetwoquestionsin pairs.Getfeedbackfromthewholegroup,discussingtheirreasonsforchoosingcertaintimesof thedayor week.2 ) Focuson the photosandtell Ssto lookat thegivenin the boxandmatchan expressionexpressionstoeachpicture.Sscheckanswersin pairs.) AskdifferentSsto readout the restof the activities,pronunciationcheckingandthatall Ssunderstandthemeaningof theverbphrases.3a) FocustheSsattentionon thequestionandgivesomeexamplesaboutyourselfe.g.,I chaton thephoneeveryday.Nowtell themto workindividually,writinganappropriateletternextto eachactivity.Filmbank London(4'5o")A documentaryfilm aboutLondonThisdocumentaryshowsus z4 hoursin the lifeofLondon.Beginningwith the markettraderswho areup at dawn,we followthe dayrightthroughto thenightlifein the evening.Therearealsointroductionsto someof London'smostfamoustouristattractionssuchasTheLondonEye,TowerBridgeandTheHousesof Parliament.placesto usethis shortfilm are:Possibte) after Lesson3 as a revisionof PresentContinuousand PresentSimple) at the endofthe unit to roundup the topicandlanguagefur waysto usethis short film in class,seeStudents'Bookpager33 andTeacherbBookpager73.b > CivetheSsa coupleof minutesin pairstobrainstormotherverbsthatfit thetwo categories.Whengetfeedbacktheyhavefinished,fromthewholeclass.Writetheideason the blackboard.Teltthestudentstowritedownanynewexpressions,withan appropriate(D,W,S or N).letteralongsidec > Sscomparetheirlistswitha partner(preferablya differentonethanbefore)to seewhattheyhaveincommon.Writean exampleon the boarde.g,,I stayinbedlateat weekends.Whatoboutyou?RemindSsthatgo beforethe mainverbandeveryday/atalways/nevergo at theendofthe sentence.theweekendEXTENDTHE LEAD.INSsdividethe activitiesfromEx.z intotwo columnsaccordingto whethertheytikedoingthis activityornot.Thentheycomparewith a partner,givingtheirreasons.Getfeedbackfromthe wholeclass.I*PartyanimaIis quitea modern-dayexpression,whichpeoplehavebeenusingrecentlyin Britainto referto somebodywhotikesgoingout andsocialisinga lot.meaningof theseexpressions.Avoidgoinginto too muchdetaiIaboutthe variouswaysof expressing[ikesanddislikesat this pointas this is coveredin detailin Ex.5.4 ) Ss comptetethe sentencesin pairs.HavedifferentSsreadout the completedsentencesfor the whole ctass.In this lessonSs considerdifferentactivitiesthat peopledoin theirfreetimeanddo a quizto findout whethertheyarepartyanimalsor not.Throughthiscontexttheylearnvariouswaysof expressing[ikesanddislikes.GrammarOPTIONALWARMERBrainstormactivitiesthat peopleusuallydo in theirfreetimeandwritethemon the board.5s talk to apartneraboutwhichof theseactivitiestheylikeandwhichtheydon'tlil<e.Getfeedbacl<fromthe wholeclass.lf someof the 5s appearto be partyanimals,introducethe expressionby saying:I thinkX, X andXoreparty animqlsbecausetheylike...

. lf noneof theSs appearto be partyanimals,writethe expressionon the boardandelicitthe meaning.Speaking1a) Ssdiscusswitha partnerwhattheycanseein eachpicture.Encouragethemto be asdetailedas possible.Getfeedbacl<froma numberof Ss.b > Ssmatchthedescriptionsandthe pictures.Pointtothe picturesoneby oneandchoosea differentstudenteachtimeto readthecorrespondingsentencealoud.2a > Ssdothequizin pairs,helpingeachotherwithanydifficultexpressionsandmakinga noteof theirownanswers.Alternatively,in orderto givethe Ssextraspeakingpractice,andlisteningstudentBcloseshisor herbookwhitestudentAasksthequestionsandreadsoutthevariousoptions.StudentB mustlistenandchoosetheoptionwhichbestfitstheirbehaviour.StudentA makesa noteof studentB'sanswers.ThentheyswaproleswithstudentB askingthequestionswhilestudentA hashisorherbookctosed.) Ssthenchecktheirresults.Elicitthe meaningof culturevultureandcouchpototo.Q:Whatdo you think culturevulture andcouchpotatomean?Culturevultureandcouchpotatoarecolloquialexpressions,thefirstmeaningsomebodywhois veryinterestedin a1[typesof culturaIactivities,andthesecondreferringto somebodywhois a tittlelazyandlikestospendmostof thetimelyingon the couch/sofawatchingTVfor exampte.b > Sstetltheirpartnerwhethertheyagreewiththeresultsor notandwhy.Getfeedbackfroma numberof Ss.Reading3 > Ss readthroughthe text individuallyand decidewhat type of peopleMarekand Lolaare.Whentheyhavefinished,get feedbackand asl<the Ss if there areany expressionsthey don't understand.Elicit/teachtheOPTIONALGRAMMARLEAD-INTheSsclosetheirbooksandworkin pairsto seeif theycanrememberanyof the expressionsthat wereusedinthe textto expressdifferentdegreesof tikingor not tiking.Getfeedbackandwritethe expressionson the boaro.5 ) Focuson the Activegrammarbox and estabtishthe fact that the facesrepresentdifferentdegreesoftikingand not liking.Tettthe Ss to worl<with a partnerto comptetethe gapsby tookingbackat the expressionsunderlinedi n t h et e x t .) Copythe chartonto the boardand elicitthe answersfrom the ctass.Active Grammarrz3I absolutelyloveI'mquitekeenon| d o n ' tm i n d45I'mnot verykeenon| can'tstand) DrawSsattentionto the noteat the bottomofthegrammarboxandwritethefollowingexamplesfromthetexton the board.Noun:modernart Gerund:getting up early> AskSsto findmoreexamptesof the gerundin thetexl (hoving,going,doing,meeting,lying,checking)anddiscusswitha partnerthe ruleswe useto makethisform.6 ) Ssworkin pairs,writingsentencesusingtheprompts.Getfeedbackfromthewholectass.Person to person7) TheSschangethesentencesso thattheyaretruefor them.Thentheycoverthecompletesentencesandusethe promptsfromEx.6 in orderto tel[a partnertheirtruesentences.GetfeedbackfromvariousSs.OPTIONALEXTENSIONWritethe followingnounsand phraseson the board:play football, cots,jazz, travel,chocolate,watchtv,very hot weather,do homework,cook.Tettthe Ssto talk in pairsaboutthe words,sayinghow muchtheytikeor dislikeeachthing.Speaking and writing8 ) PuttheSsintosmallgroupsof threeor fourandhavethemtalkaboutthetypeof persontheyareor aren't,givingreasonstheyhavelearnt.andusingtheexpressionsFinally,Goaroundtheclassmonitoringthe conversations.getfeedbackfromvariousSs.9a ) Sswritea paragraphabouttheirtypicatSaturday,usingthetextsin Ex.3 asa modet.GoaroundtheclassmonitoringtheSs'workandhelpingthemto self-correctwherepossible.b > Ssswappapers/notebool<sandreadeachother'sparagraphs.AskvariousSswhattheyhavelearntabouttheirpartner.OPTIONALVARIATIONSsworkin pairsto te[[eachotherabouttheirtypicatThelistenercanmakebriefnotesaboutSaturday.whattheirpartneris saying.Finally,eachstudentwritesabouttheirpartner'stypica[5undayin classorfor homework.greatlyoverthe lasttwentyhasdevelopedSleepresearchyearsandwe nowknowall kindsof factsaboutsleeppatternsa n dd i s o r d e r s .aboutthe sleepingIn this lessonSs listento a TVprogrammehabitsof differentspeciesof animalsandhumanbeingsatdifferentages.Throughthiscontexttheyrevisethe formanduseof the PresentSimpleand learnadverbsof frequency.OPTIONALWARMERlntroduceSsto the topicof sleep.Pointout the bedon page8 andelicitthe otherwordsfromthe Ss.Tetlthemto brainstormwordsrelatedto bedwitha partner.Givethe Ss a coupleof minutesandthenelicitwordsfromthe whoteclass,writingthemon theboarde.g.,sleep,pillow,get up, awake,dream,alarmclock,pyjamas.Nowadd the wordgoodnight.Ask:Q: Whendo peoplesaygoodnighf?Justbeforegoingto bed.Contrastthis expressionwith good evening.Ask:Q: Whendo peoplesaygood evening?In the eveningandat nightwhenwe arenot goingto bed.Speaking and listening1a) Readthesentencesaloudwiththeclassandchecksoeverybodyunderstands.ThenSsrewritethesentencesfromvariousSs.thattheyaretrueforthem.Getfeedbackb > tettthe5s theyaregoingto listento a TVprogrammeon the listofaboutsleeohabits.Focustheirattentionitemsthatmightbementionedandreadthroughthemwiththewholeclass.Playrecordingr.r andSsticktheonestheyhear.2 > Tetlthe Ss to readthroughthe questionswith apartnerand suggestanswersfor eachone basedon whatthey can rememberfrom the recording.Playrecordingr.ragainand Ss answerthe questions.Tellthem to checl<their answerswith a partnerand then as a whole class.3 ) Ssdiscussthequestionsin pairsor sma[[groups.Getfeedbackfromthewholeclass.Vocabulary4a) Ssworkin pairsto matchthequestionsandtheanswers.b > Rtayrecordingr.z andSschecktheiranswers.I:iActive Grammarlli1;$m#ir+-€ ) Ssdiscussthedifferencein meaningbetweenthedifferentexpressionswitha partner.lf theyfindtheconceptsdifficuttto explain,thentheycanmal<eexamplesentencesthatdemonstratethedifferencein meaning.5 ) Ss completethe text and checkwith a partner.Readthe text aloud,elicitingthe answersfrom the Ss.6 ) Ssdiscussthetipswitha partner.Getfeedbacl<fromvariousSsandseeif everybodyagreeswiththesametips.Grammar?| usuallygo to bedaboutto.3o.Theydon'thavea napduringthe day.Hedoesn'thavea lie-induringthe weel<.Doyou wal<eup early?Doessheoftenhavea snackbeforebed?> Readthroughthe noteat thebottomofthe box.EticitexamplesfromtheSsof thingstheydo everydayandthingstheydo oftenusingthe PresentSimpte.) Readthroughtheadverbsof frequencywiththewholeclass,checl<ingpronunciation.AsktheSsto tookbacl<atEx.4 to seewhatpositionadverbsof frequencytal<ein asentence.Eticitthatnormaltytheygo beforethe mainverbandteachtheexceptionoftheverbfo be,wheretheygoaftertheverb.> Pointoutthatwe mustuseonlyaffirmativesentenceswithneverandhardlyeveraswe neveruseooublenegativesin Engtish.) Sslool<at the referencesectionon page13.OPTIONALEXTENSIONDictatethe followingsentencesto the Ss,who writethemdownincludingan adverbof frequencyin thecorrectpositionso that the sentencesaretrueforthem.Getfeedbackfroma numberofSs.I eat meat; I haveq nap; I fall osleepwatchingTV.OPTIONALGRAMMARLEAD.INSaythe followingsentence:Youhavea nap afterIunch.Asl<the Ssto saythis sentencein the negativeandin the questionform.Ssconstructthesesentenceswith a partner.GetfeedbackfromvariousSs.Repeatwith the foltowingsentences:Shegoestobed eorly; Theyget up at eight o'clock; Wereally likefish; He sleeps six hours a day.Nowwrite adverbsof frequencyon the board.AsktheSs ifthey knowwhattheseare(theysayhowoftenwedo something)andelicitas manyas you canfromthegroup,writingthemon the boardin a randomorder.S st h e np u tt h e mi n o r d e r .7 ) Ss completethe Activegrammarbox.Copythegrammarbox on the boardand elicitthe answersfromtheclass.) P a ya t t e n t i o nt o t h e u s eo f t h e ' s ' i n t h e 3 r d p e r s o nsingular,askingSs how they would haveto changethefirst sentenceif it beganwith he, she or it.) Checl<carefutlythat al[ Ss haveusedthe infinitiveinthe negativeand interrogativesentences,pointingoutthat for this reasonthe 3rd personsingularonly takesthe's' inaffirmativesentences.8 ) Ss choosethe correctform.Checkthe answerswiththe wholeclass.9 ) FocusSsbackonthequestionsin Ex.8 andtellthemto writetrueanswers.GetfeedbackfromseveralSs.Pronunciation1Oa > Writethethreephoneticsymbolson the boardandelicitthecorrespondingsoundforeach.Giveanexampleof a wordfor eachsound.) Ssmatchthesymbolsto the underlinedwords.b > Rtayrecordingr.3 andhaveSschecl<theiranswers.Sspractisethedialoguewitha partner.Person to person1 1 ) FocusSsbackon Ex.4aandtettthemto askandanswerthequestionsin pairs.ListeningpopularoverDepartmentstoreshavebecomeincreasinglyit'sthe lastfiftyyearsin manycountries,maybebecausev e r yc o n v e n i e tnot b e a b l et o d o a l ly o u rs h o p p i n ign o n eptace,especiattyin Britainwhereit'softenraining.Harrodsis probabtyoneof the mostfamous.lt hasa reputationforsellingabsolutetyanythingandit's probablyoneof the mostimportanttouristattractionsin Londonin spiteof beingquiteexpensive.In this lessonSs readaboutHarrodsand tistento a surveyi n w h i c hc u s t o m e rssa yw h a tt h e ya r ed o i n gt h e r eT.