Total English pre-intermediate Teacher's Resour (Total English pre-intermediate Teachers Resour), страница 6

h e c kt h et h e r u l e sw i t h a p a r t n e rCb ) S sc o m p t e t eanswerswith the wholeclass.Askb > Ss readthe introductionto the text individuatty.themencourageandfamousissowhyChartotteS sa g a i nto commenton relevantpartsof the text (Sonyrecordingcontractat age eleven,has sold miltionsof records,hass u n gf o r t h e A m e r i c a np r e s i d e n t ,h e Q u e e na n dt h ePope).boxanddiscusstheActivegrammar6a> SscompteteWritetheboxon the boardthequestionwitha partner.fromvariousSs.andeticitanswers2a ) Dividethe ctassinto two groups,A and B. 5s A lookat pagerz5 and Ss B look at pagee7.

Ss readthe textabout CharlotteChurchwith a partner,hetpingeachotherand answeringwith any difficultwordsor expressionsquestionsr-6 (studentA) or 7-n (studentg).Active Grammar+I'vewrittena book.president.for the AmericanShehosperformedTheyhaven'tsolda lot of records.H eh a s n ' fs e e nt h e f i l m .Haveyou everbeenon TV??H a ss h ed o n et o o m u c ht,o o s o o n ?ofthe pastparticiple.Theundertinedverbsareexamplesb > Sslool<at thetextson pagesn5 andrz7 andfindPerfectSimple.Havemoreexamplesof the Presentthey'vefound.DrawthevariousSsreadouttheexampleson page23.ReferenceSs'attentionto the grammarthe classsothatonestudentA isb ) ReorganiseworkingwithonestudentB.Sstelteachotherabouttheasguide.texttheyhaveread,usingthequestionsGetthesentences.7 ) Ssworl<in pairsto completeSs.feedbacl<fromvarious8a> Ssworkin pairsto completethedialogues.Goaroundtheclasschecl<ingtheSs'answersanddiscussingreasonsfor mistakentenses.Thislessonis basedon an ideatakenfromoneofthe longestrunningBBCradioprogrammes,called?eserftslandDiscs,.lt firststartedin ry42andinterviewsfamouspeoplewho saywhatmusictheywouldtakewith themif thevwerestrandedo n a d e s e r its l a n d .1a) Ss look at the picturewith a partnerand predictthe contentsof the radioprogrammein pairs.Getfeedbacl<from the wholeclass.b > ltay recording2.1oandSschecl<theiranswers.Person to person9 ) Ss work in pairsto ask the questionsgivenin Ex.8a,respondingwith true answers.Whenthey havefinished,ask variousSs to repeatone of the questions/answersforthe rest of the class.b > R t a yr e c o r d i n g2 .

1 1a n dt h e S s c o m m e n ot nwhetherthey werecorrector not.2a)F o c u st h e S s o n t h e c h a r ta n d t e t tt h e mt o c o m p l e t eit white listeningto the rest of the programme.Thereasonsare quite extensiveand Ss may haveto use anextrapieceof paperto makemorecompletenotes.playrecordingz.rz.b > Ss compareanswerswith a partnerand then checkthem with the rest of the class.OPTIONALVARIATIONPtaya true/falsegame.Giveeachstudenta pieceofpaperwith F (fatse)or T (true)writtenon it. ThoseSswho havean F mustlie whenansweringquestions,andthosewho havea T musttettthe truth.Ss standup and mingle,askingthe questionsfromEx.ga,andmakinga noteof whichSstheythinkaretying.Whenthey'vefinished,get feedbacl<andtelt the F SstoreveaIthemselves.Vocabulary1Oa> Checl<that Ss understan(wed ochievementsuse it when we reachour objectives).Nowthey work inpairsto matcha verb from columnA with a phrasefromcolumnB. Getfeedbackfrom variousSs,checkingthat Ssunderstandthe achievementsclearlv.3 ) Ss discussthe questionsin pairs.Get feedbacl<fromthe whoteclass.4a)Focus5s on the box and readthroughthee x p r e s s i o nCs .h e c kt h e y u n d e r s t a n ad n d d i s c u s st h edifferencebetweenrememberandremind, givingexamplesto clarifythe difference(to rememberisaninternalaction e.g.,I have to rememberto post the letter,whereasto remindis an externalactione.g.,l,ve put anote on the fridge to remind me to post the letter).) S s c o m p l e t et h e s e n t e n c e s .b > e t a yr e c o r d i n gz .

r 3 a n d S s c h e c kt h e i ra n s w e r s .b > Ssworkin sma[[groupsto discusstheirachievements.Teltthemthattheachievementsdon,thaveto beterriblyimportantbutcoutdalsobesmallerthingswhichtheyfelt proudat havingdone.OPTIONALVARIATIONSsthinkof a famouspersontheyadmireandmakea list of achievementsfor this person.Thentheytettthe restofthe groupandthe othersmustguesstheDerson.) Ssworktogetherrepeatingthesentences.5a) Sscompletethechartwiththeirownchoicesofmusic.b ) Sstail<abouttheirchoicesin smallgroupsof threeor four.Getfeedbackfromthewhoteclass.OPTIONALVARIATION5s workin pairsandrote-playan interviewtiketheonewhichthey heardearlier.Onepersonis thepresenterandthe otheris the guest.Ss couldthenactout the rote-playfor the restofthe class.Answers:r sotd/bought z fettibroke 3 ate/drank4 were/took 5 went/saw2>Answers:r met 2 went 3 thought 4 didn'tlike5 said 6 wereyou 7 tived 8 Didyou tike9 hated ro didn'ttike n stopped3>Answers:r 5o did L z I did.

3 So am l.4 Neitherdo l. 5 | haven't. 6 So did L4>Answers::. haven'theard z Haveyou everrun3 havebeen 4 Haveyou everbroken 5 hasn'tridden 6 Haveyou done 7 haveworked 8 Havevou everdownloaded5>Answers:r Haveyou done z have 3 've had's4 worked 5 Wereyou 6 wasn't 7 was BhadCEF Referencesz.r Cando:talkaboutpersonaleventsin the pastCEFBr descriptor:cangivedetailedaccountsofexperiences,(CEFpageSq)describingfeetingsandreactionsz.z Cando:saywhenyouarethesameas/differentfrompersonanotherCEFBr descriptor:canexploita widerangeof simplelanguagepagerz4)ftexibtyto expressmuchof whathe/shewants(CEF2.3Cando:talkaboutpersonalandachievementsexperiencesCEFBr descriptor:canrelatedetaitsof unpredictable(CEFpage59)occurrences,e.g.an accidentCEF quick briefTheCommonFrameworkis producedbytheEuropeanCounciIis concernedwithof Europe.TheCounciIof Europeissues[il<ehumanrights,Europeanidentity,educationandmore.Thisidentityis basedon diversityandthegivesequalimportanceCommonEuropeantoFrameworkall lan$uagesmembernations.of Councilof Europe6>Answers:1 energy z retaxation 3 won4 intettigent 5 speech 6 imagination 7 classical8 intoPortfolio taskDownloadthe TotalEnglishPortfoliofreefrom www.Iongman.com/totolenglish.Obiective:to assesshetplearnersto usethe Portfoliotheirski[[s.Thistaskcanbedonein Ss'Lr.PortfoliosThefirstaredividedintothreemainsections.sectionis calledthe 'Passport'.ThePassportis designedto summariserelevantlanguagelearningexperiencesandqualifications.Thiscanbeshownto others,for examptenewteachers,employers,etc.Firstly,however,it is helpfutfor learnersto givetheirownassessmentof theirabititiesin thedifferentskillsareas.1 > Helpstudentsto understandtheself-assessmentgrids(therearemanytranslationsavaitableasthisis astandarddocument)for levelsAr to Br.2 ) Asl<studentsinto assesstheirownabititiesthedifferentreading,skitlsareas(listening,spol<enproduction,interaction,spol<enandwriting).Studentsprofileby shadingin thecompletethe languagesl<iltsrelevantboxes.$ ) Explainthatstudentscanupdatethisprofileastheyprogressandtheycanfill in profilesfor otherlanguages.Oryerview) IntroduceSsto thetopicoftaste.Q:Whatdoestastemean?lt's a sensewhichwe usetodistinguishtheflavouror quatityof somethinge.g.,lttastessweet.Writeon the board:Tasteis a sense.Wetastewithourmouths.Q:Whatothersensesdo we have?Whichpartsof the bodydo we use?Sight.Weseewithoureyes;Sound.Wehearwithourears;Smell.Wesmellwithournose;Touch.Wefeel/touchwithourhands.1 ) Focuson the photos.Sslookat themin pairsandwriteas manythingsastheycanin thetable.Getfeedbackfromthewholeclass,writingthewordson theboard.SummaryLessonr: Ss readaboutJamieOliver,a popularcetebritychefin GreatBritain.Thentheylistento oneof Jamie'straineechefstatkaboutherplansfor the future.Lessonz: Ss listento a conversationabouta fitmcaltedBigNight,whichis abouttwo ltalianbrotherswho ownarestaurantin NewYork.Thentheytalk aboutfilmswith apartner.Lesson3: Ss readaboutresearchthat showedhowthe placein whichyoueat affectswhatyou thinkof the food.Thentheytalk aboutwhatvariousthingstook,sound,smel[,tasteandfeettike.CommunicationFocus:Sstalk aboutrestaurantsand listentoa mandescribinghis plansto set up a restaurant.Thentheydesigntheirownrestaurants.Filmbank f amieOliver(4'46")) Nowgivethe5s a fewminutesto thinkin pairsofsomemorewordsfor eachcategory.Writethe fourcategorieson theboardandhaveSstellvoutheirideastocompleteeachone.2a ) Focuson thewordsin theboxandcheckto seeifSsunderstandthem.Givea cluefor an expressionandhaveSsguesswhichoneit is e.g.Howconwedescribeeatingin a restaurant?Whotcanyou do if youfeelfat?Whatareyou if you cookon TV?Whatoreyou doing whenyoumakefoodat home?What'sanotherexpressionforwhenyoustop eatingsomethingparticular?) HaveSscompletethesentenceswiththewordsandphrasesandcheckthemwiththewholeclass.payspecialattentionto the pronunciationof recipelresrpir/.An extractfromJamie'sTVcool<eryshowJamieOliverbrokethe mouldfor TVcookeryshowsandthis extractillustrateswhy.WeseeJamiebfriends,lifestyleandalsowatchhimcooksalmonin(!)on the beach.Thelanguagenewspaperlevetis highbut the meaningis reinforcedthroughaction.placesto usethis shortfi[mare:Possible) beforethe Lead-into introducethe topicof food)afterLessonr to extendthe topicof JamieOliver) at the endofthe unitto roundup the topicandlanguageForwaysto usethis shortfilm in class,seeStudents'Bookpager35 andTeacherbBookpager75.tr2b > TellSstheyaregoingto listento someanswers,sixof whichcorrespondto thequestionsgivenin Ex.za(inctudingtheexample).Sshaveto writethe numberofptaythecorrectanswernextto theappropriatequestion.recording3.r twice.3 ) Ssaskandanswerall sevenquestionsin pairs.Getfeedbackfromthewholeclassabouttheiranswers.EXTENDTHE LEAD-IN5s workin pairsto writea recipeof a dishtheyknowhowto cook.Allowthemto usedictionariesor hetpthemwith anydifficuttvocabulary.Have5s readtheirrecipesto the restof the ctasswithoutsayingwhatthe dishis.Therestofthe classcanguessthe dish.Overthe lastdecade,celebritychefsandTVcookingprogrammespopularin Britain.havebecomeincreasinglysuccesswhenhe appearedJamieOliverbecamean overnighton a documentaryaboutthe restaurantwherehe wasworkingin London.Thenextmorninghe wascaltedby fivedifferentTVproductioncompanies,who wantedhimto worl<for them.Hechoseoneandmadethe incrediblypopularseriesTheNakedChef.He'ssincemadeseveralotherTVprogrammes,writtenfourbooksandperformedhiscookingshowsin theatresinBritain,Australiaand NewZealand.Inthis lessonSsreadaboutJamie'slatestventure;a restaurantcalled'r5',whichtrainsunemployedyoungpeopleto be chefs.Theyalsolistento theplansof oneof histraineechefsandthroughthiscontextanatysethe grammarof goingto.) TeltSsto lookbackat thetextonemoretime.Askifthereareanyotherphrasestheydon'tunderstand.EncourageSsto answereachother'squestions.4 ) Ssdiscussthequestionswitha partner.Getfeedbackfromthewholeclass.OPTIONALGRAMMARLEAD-INTettthe 5s oneof yourplansfor nextsummere.g.,Nextsummerl'm going to go to the beach.Writeonthe boardthe stem:Nextweekendl'm going to ...Tettthe Ssto completethe sentencewith a true planoftheir own,andthenchainaroundthe classroomwith eachstudentsayinghisor hersentenceandasl<ingthe nextstudentabouttheirs.GrammarOPTIONALWARMERAskSs questionsaboutcookingprogrammes.Why or whyQ: Doyou watchcookingprogrammes?not?Q: Whattime are cookingprogrammesnormallyonthe TV?Q: Who do you think usualtywatchesthem?Q: Arethere any celebritychefswho arevery famousin your country?Reading) FocustheSson thefirstphotoandtellthemthatthemanis JamieOliver,a famousBritishcelebritychef.Asl<:Q: Howold doyouthinkhe is?Jamiewasbornin ry75.Q: Doyouthink he tookstikea typicalcelebritychef?) FocusSson thesecondphotoandtetlthemthatthisishisrestaurantin London.1 ) Ssreadthetextandchoosea titlewitha partner(AsuccessstoryforJamie).Te[[themnotto worryaboutanywordstheydon'tunderstand-yet.2 ) Ssreadthetextagainslowlyandanswerthequestionsin pairs.5 > TetltheSsthattheyaregoingto listento a traineecheftalkingaboutherplans.Readthroughthetwoquestionswiththewholegroupandte[[Ssto tistento therecording.Ptayrecordingin3.2.Ssanswerthequestionspairs.Getfeedbackfromthewholeclass.6a) FocusSson theActivegrammarboxandtel[themto listenagainandcompletethegaps.Pointoutthatthesentencesarenotin order.Playrecording3.2again.AllowSstimeto comparewitha partnerbeforeyougetanswersfeedbacl<.Active grammar+ I'mgoingto workfor him overthe summer.- l'm not goingto staytherelongerthanafew months.? Whatareyou goingto do next?) Pointout that we use this tenseto referto futureptansa n di n t e n t i o n s .b > tett the Ss to rewritethe sentenceswith you,she andtheywith a partner.Whenthey havefinished,tellthem tocheckwith the Referenceon page33.7) Readthroughthe examplesentencewith the wholegroup.TellSs to work with a partnerto correctthe othersentences.Getfeedbackfrom variousSs.3a) Ssworkin pairsto matchthe phrases.GetfeedbackfromvariousSs.Driltthe pronunciationofrecipe/reupi,/whichis oftenprobtematic.b > Ssworkin pairsto makesentencesaboutJamieandKerryAnnusingthe phrasesin Ex.3a.Tellthemto try to dothiswithoutlool<ingfrombackat thetext.Getfeedbacl<various5s.Ssworkin pairsto writethecompletesentences.)etayrecordingbtheiranswers.3.3andhaveSschecl<8a)> Model the pronunciationof going to I'geat4tel or playthe first sentenceagainand haveSs repeatit.