Total English pre-intermediate Teacher's Resour (Total English pre-intermediate Teachers Resour), страница 8

Eticit/teachthe answer.b > FocusSs on the Activegrammarbox. Playrecording3.7 againand Ss completethe gaps.Get feedbackandwrite the comptetesentenceson the board.ActivegrammarWhatareyoudoingtonight?I'mgoingoutfordinnerwithMarcin. He'snotcomingwithus.) Pointoutthatthe Presentis usedto tall<Continuousaboutfuturearrangements.Remindthemthatin lessonr.3 theyusedthe PresentContinuousto referto thingshappeningnowor aroundnow.Explainthatthistensehasbothfunctions.> Writetwoexamplesentenceson the board:t TonightI'm meetingSuein the Mexicanrestourant.z Nextyearl'm going to leornto drive.AskSs:Q.Whichsentencerefersto a generalplanorintention?(z) Q:Whattensedo we use?(goingto +infinitive)te[[suswhereandwhentheQ.Whichsentenceactionis goingto happen?(r) Q:Whichtensedo we use?(PresentContinuous:be + verb+ -ing).InthislessonSslistento a mantalkingabouthisplansfora newrestaurantandthendesigntheirownrestaurantin groups.1 > TeltSstheyaregoingto tatl<aboutoneof theirfavouriterestaurants.Readthroughthedifferentpointsgivingexamplestheyshouldcover,in relationto oneofyourfavouriterestaurantse.9.,kindandquatityof food- ln my favouriterestauranttheyservetop qualityfish andsalods.) GivetheSsa littletimeto thinl<abouttheirownfavouriterestaurants,makinga fewnotes.Helpwithanydifficultvocabularyandthenputthemin smallgroupssotheycansharetheirideas.2a ) etayrecording3.8andSsanswerthequestion(He'sgoingto opena restaurant).b ) FocusSson thefloorptanof the restaurantandonthemenu.Explainthemeaningof anyof thenewwordsonthemenu.) TetttheSsto listenagainandmarkthewordsfromtheboxontheplanandcomptetethemenu.Playrecordingagainandthena[[owSstocompareanswerswitha3.8partnerbeforeyougetfeedback.lfyou feelit is necessary,ptaytherecordingagain.1Oa> Sswritesentencesusingthe prompts.GetfeedbackfromvariousSs.b > telt theSsto changesentencer so thatit is truefor them.Forthe restof thesentencesSsmustfindsomebodyin thectasswhois doingthatthing.Modelthefirstquestion:Areyoudoinganythingtonight?> Tettthemto standup andmingle,asl<ingquestionsfornumbersz-6 untiltheyfindsomebodywhosaysyes.Thentheywritethe person'snamenextto thesentence.Fina[[y,getfeedbackfromthewholeclass.Speaking11 ) FocusSson the Howto ...box.Tel[themto workwitha partnerto suggestdifferentexpressionsfor theunderlinedwords.Getfeedbackfromthewholegroup.12 > TettSsto writefivetrueor imaginaryarrangementsfortheweekend.Thentheymingleandtry to makegementsarranwiththreedifferentclassmates.3a> the Ssworkin smallgroupsto designtheirownrestaurant.Askonememberof eachgroupto takenotes.Encouragethemto payattentionto detaile.g.,drawinga plan.Goaroundtheclasshelpingwithanydifficuttvocabulary.b ) Eachgrouppresentstheirideasandat theend,thewholeclassvotesforthe restaurantthevthinkis mostliketyto succeed.) PointoutthatSscanconsultthegrammarReferenceon page33.OPTIONALEXTENSIONTettthe 5s to writetwo sentences.oneof whichis ageneralplanandonewhichis an arrangementfor thenearfuture.Chainaroundthe classwith 5s sayingtheirsentences.Checl<that theyareusingthe PresentContinuousandgoing fo correctly.;*1>ffiffiffir\"nsi,*ers:: l,,lo,I'm goingto havesomethingtater.: i r : .

' - g o l n gt o t a k eh i m / h e ar f t e rd i n n e r . 3 N o ,'g : - g i o b u yi t a t t h ew e e k e n d . 4 N o ,I ' mg o i n g:: :3."i:ii on Tuesday.5 No,I'mgoingto cleanit in::e.tlorntng.2>Answers:r Whenareyou goingto giveup? z Arei ' o ug o i n g t ob u y h e r ap r e s e n t ?3 W h e r e a r e y o ugoingto put it? 4 Areyou goingto washthe car?Answers:r Thewaiterwho/thatbroughtus our foodwasveryfriendty.

z Thisis the restaurantwhereJ o h na s k e dm et o m a r r yh i m . 3 T h et r a i nw h i c h / t h a tg0esto the airportrunseverytwentyminutes. 4 Themenwho/thatrobbedthe postofficeescapedin abtackBMW. 5 Thisis the cornerof the roadwheret h ea c c i d e nhta p p e n e d .4>Answers:HiTim!Whatareyou doingthis evening?I ' mp r o b a b thya v i n ga q u i e te v e n i n ag t h o m ea l o n e .l'm invitinga fewfriendsoverfor dinner. I'mgoingtoseea filmwith mv brother.5>Answers:r She'sgoingtothe dentist'son Mondaym o r n i n g / a1t1 . o o a . m z.

S h e ' sh a v i n gl u n c hw i t hJennay t 2 . o o p m . 3 S h e ' sg o i n gt o l t a l i a nc l a s si nt h ee v e n i n g / a6t. 3 o p . m . 4 O nT u e s d asyh e ' sm a k i n ga presentationin the morning/atroa.m. 5 She'sh a v i n ga m e e t i n wg i t ht h eM a r k e t i nDg i r e c t oi nr theafternoon/at3.oop.m.

6 She'sphoningthe USofficeat 6.oop.m. 7 She'sgoingto the cinemawith Nathani n t h e e v e n i n g / a8t. o o p m .6>Answers:r cooker z chef 3 vegetarian 4 workabroad 5 low marks 6 tasty 7 smells B recipeCEF References3.r Cando: tell a friendaboutyour future plansCEFBr descriptor:can describedreams,hopesandambitions(CEFpage59)3.2 Cando: write an informalletterto a friendCEFBr descriptor:can write personalletterand notesaskingfor or conveyingsimpteinformationof immediaterelevance,gettingacrossthe pointshe/shefeelsto beimportant(CEFpage83)with a friend3.3 Cando: makearrangementsCEFBr descriptor:canmal<ehis/heropinionsand reactionsunderstoodas regardssolutionsto problemsor practicalquestionsof whereto go, what to do, how to organizeanevent (e.g.an outing) (CEFpage77)CEF quick briefTheCommonEuropeanFrameworkdescribesitselfas.acommonbasisforthe elaborationof languagesyllabuses,curriculumguidelines,examinations,textbooks,etc'.ltis notintendedto be a definitivedescriptionof whattoteachbut it is designedto offera 'frameworl<'whichtheu s e cr a nb u i l do n .PortfoliotaskDownloadthe TotalEnglishportfoliofreefromwww.Iongman.com/totoIenglish.Objective:helpstudentsto completethe .languagelearningandinterculturalexperiences'sectionof theirPassport.Thistaskcanbedonein Ss'Lr.1 > Remind5s thattheirPassportenablesthemtodemonstratetheirrelevantexperiencesandquatifications.2 ) Exptainthattanguagelearningandinterculturalexperiencesareimportantin this.TheTotatEnglishPortfoliohasa sectionfor studentsto giveinformationaboutthese.3 ) Givesomeexamplesof yourownrelevant(exchangeexperiencestrips,holidays,courses,friendswiththatfirstlanguage,etc).4 > Askstudentsto writea tistof theirownrelevantexperiencesandshowa partner.5 ) Asl<studentsto completethissectionof theirPassport.6 ) Remindstudentsthattheycanupdatethisat anytime.Overview)SummaryLessonr: Ss readaboutPeterHabeler,ReinhotdMessnerandTanyaStreeter.HabelerandMessnerwerethe firstpeopletoctimbMountEverestwithoutoxygenandStreeterhashetdtherecordfor the deepest'freedive'- a divewithoutoxygenorequipment.Lessonz: Ss reada web pageabouta survivalschoolthatofferscoursesto peoplewhowantto learnsurvivaIskilts.Thentheylistento an instructorfromthat schoolgivefurtherinformation.IntroduceSs to the topic of survival.Q:Whatdoessurvivalmean?Survivalis whensomeoneor somethingcontinuesto liveor existafterbeingin adangeroussituation.Q:Whatis the verb?Whatis the personwhosurvives?Suruiveandsurvivor.Q:Whichfamoussurvivorscanyouthink of? RobinsonCrusoe,Gulliver,andmanyothersfromliterature.Q:Whatsongsor TVshowsdo youassociatewithsurvival?I WillSurviveby GtoriaGaynor,I'm a Survivorby Destiny'sChitd.Therehavebeenshowson BritishTVcalledSuryivorwherepeoptehadto surviveon an islandandeveryweekonepersonwasvotedoff.1 ) Focuson thephotos.AskSsto discusstheirimmediatereactionsto the photos.) Sslookat the photosin pairsanddiscusswhattheycansee.Theyalsowritewords/phrasesthattheyassociatewitheachphoto.Writesomewords/collocationson the boardto hetppromptideas{seeAnswersbox).) Sssharetheirwordswithanotherpairandmakea noteof newlanguage.Elicitwhatcanbeseenin thephotosfromtheclassandwritethewords/phraseson theboard.Feedin moreif youthinkyourctasswill findthemuseful.Lesson3: Ss lookat howto survivein England,encompassingthe quirksandtraditions[ikeafternoontea andsaying.sorry'everyfiveminutes.CommunicationFocus:Ss negotiatewith eachothertochoosefiveobjectsto helpthemsurvivein a particurarenvironment.Film bank Survivingin the Sahara(4'rz")An extractfrom a BritishTVsurvivalprogrammeThisextractis from a programmecalledRayMeors,Worldof Survival.RayMearsis a popularTVpersonalityand is alsoan experton the topicof howto survivein inhospitabteplaces.In this extracthe isin the Saharaandexplainswhatto do if vourvehiclebreaksdown.2a) Booksclosed.CheckthatSsunderstandthewordsfromthe boxby askingquestions:e: What'sthe nounofstrong?Q: Whatverbgoeswith goal to meanreach?Askotherquestionsas necessary.) Openbooks.Ssmatchthewordsandphrasesin theboxto the definitions.Checkin pairs.Don'tgiveSstheyet.answersb > elayrecording4.r andSscanchecktheiranswers.Possibleplacesto usethis shortfilm are:) afterLessonr to extendthe topicofextremes)afterLessonz to extendthe topicofsurvivaIski[[s) 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 co fsurvivalForwaysto usethis shortfilm in class,seeStudents'Bookpage136andTeacher'sBookpaget76.3 > AskSsto discussthe questionsin pairs.Getfeedbackfromthewholeclass.EXTENDTHE LEAD-INSs orderthe activitiesin eachp:ictureaccordingtothesecriteria:1 scary z exciting 3 tikelyto doSsshowtheirlist to eachotherandexplainwhy.e.g.Rockclimbingis very,veryscoryfor me becqusel, mafraid of heights.Next is trekking through ...In modern-daysocietymanypeopleseemto enjoysettingthemsetvesdangerousgoals,whichandchallengingaccordingto psychologistsis a resultof the lackof riskin everydaytife.As our dailyroutinescanoftenbe a littleboring,thousandsareturningto extremesportsfrombungeeush'.i u m p i n gt o s k yd i v i n gi n o r d e rt o g e tt h a t ' a d r e n a lri nS o m er e f e rt o t h e s ep e o p l ea s ' a d r e n a t ji un n k i e s ' .I n t h i sl e s s o nS s r e a da b o u t w o m o u n t a i n e ear ns da d i v e rw h os u c c e s s f u al tcyh i e v etdh e i rg o a l sd e s p i t ep u s h i n gthemselvesto the limits.ThroughthiscontextSs consideradjectivesfor describingpersonalityandthe grammarofcomparatives.OPTIONALWARMERb > Playrecordingtheiranswers.4.2andSschecl<AskvariousSsto readthesentencesaloudto checkpronunciation.5a > Readtheexamplewiththectassandgiveanotherexampleof yourowne.g.,MyfriendSallyis verytalented.Sheplaysthe violinverywell.Ssworkin pairsto tatkaboutpeopletheyl<now,usingtheadjectivesfromthebox.Getfeedbacl<fromvariousSs.b ) Ssusetheadjectivesto describeHabeter,MessnerandTanyaStreeter.Tettthemto useatltheadjectives,eitherin theaffirmativegivingreasonsor the negative,wherepossible.Getfeedbacl<fromthewholeclass.WriteGoingto extremeson the board.Ask Ss:Q: What do you think this means?Whattype ofpeoplego to extremes?Getfeedbackfromthe classandthenaskthemtobrainstormactivities/hobbies/sportsin whichtheyt h i n kp e o p l ep u s ht h e m s e l v et os t h e t i m i t .l f t h e ydon'tknowthe nameof the sporttheycanjustdescribeit.OPTIONALEXTENSIONSs createa questionnaireto discoverwhatl<indofpersontheirpartneris.Writean exampleof thetypeof questionSs couldasl<on the boarde.g.,Doyou continuetrying hard when things are difficult?(determined).Getfeedbackandwritethe activitieson the board.lftheydon'tmentionsomeof the morerecentsportstistedbelow,addthemto the list.Possibleanswers:rock climbing,white-waterrofting, trekking,racing-cordrivi ng, street-luge, bung ee-jumpi ng, skysurfingSsworl<in pairsto writequestionsfor theseadjectives.Goaroundthe ctasshetpingwith structureproblems.andvocabularyFinattySs changepartnersandasl<andanswereachother'squestions.Ss decidewhattypeof persontheirpartneris.Ask Ss: Q: Haveyou everdoneany oftheseactivities?Wouldyou tike to do one of them?Reading1 ) Sslookat the photosandarticleheadingsin pairsanddiscussthequestion.GetfeedbackfromvariousSs.) Ssreadthetextquicl<tyto checktheiranswers.Tellthemnotto worryaboutanythingtheydon'tunderstandat thisstage.Getfeedbacl<aboutwhatthe peopleachieved.2 ) Readthroughthestatementswiththewholeclassandchecl<theyunderstand.Ssreadthetextagainand,inpairs,decideifthe sentencesaretrue(T),fatse(F)or (?)iftheansweris notin thetext.Getfeedbacl<fromvariousSs.GrammarOPTIONALGRAMMARLEAD-INBooksclosed.Writecdf,horseandbrgon the board.Askthe Ssto makea sentenceto comparethem.Eticitor mode['A horseis biggerthana cat'.Dothe samewilh pencil,table andsmall.Nowwrite car,bike andexpensiveon the board.Askt h e S st o m a k ea s e n t e n cteo c o m p a rteh e m .E l i c iot rmode['A caris moreexpensivethana bike'.Dothesamewith mountaineering,swimminganddangerous.Elicitrulesfor makingcomparatives.6 ) Ss look at the sentencesin pairsand discusshow tomakethe comparativeform.GetfeedbackfromvariousSs.) Askthe5s ifthereareanywordsor phrasesin thetextthattheydon'tunderstand.EncourageSsto answereachother'squestions.3 ) Ssdiscussthequestionwitha partner.Getfeedbackfromthewholeclass.Vocabulary4a) ReadtheexamplewiththewholeclassandtellSsto workin pairsto replacethe phraseswithan adjectivefromthe boxandtheverbfo be.feedbackfromvariousSs.Writethe answerson the board.Activegrammar1 moreboring(than) z happy 3 moreinteresting(than) 4 bad 5 better(than) 6 tattwhy the 't' is doubledin the comparativeform (whenan adjectiveendsin vowel+ consonant,we doubletheconsonant).tEtIof niceis?Eticit/teachnicerandpointoutthatwhenanadjectivealreadyendsin -e,we onlyadd'r'.themto writethecomparativeformsof thefollowingadiectiveswith a partnerl.small(smaller),important(moreimportant),easy(easier),big (bigger),stronge(stranger).to lookat Referencepage43 to findotheradjectiveswhichhaveirregularcomparativeformsin Engtish.Eticitthe answersfromthe wholeclass(little- less,far- fortherlfurther).t Peteris os tall as Paul.