Total English pre-intermediate Teacher's Resour (Total English pre-intermediate Teachers Resour), страница 9

z Peterisn't as tall as PaulQ: In whichsentenceare Peterand Paulthe same?(r)Q: In whichsentencearetheydifferent?(z)7 > Ssworl<witha partnerto writethecomparativeformsof theadjectivesin Ex.4a.8a> Ssworl<in pairsto mal<esentencesabouttheillustrationsusingtheadjectivesin the box.b > etayrecordingtheiranswers.4.3andSschecl<c ) Ptaythe recordingagainandaskSswhattheynoticeaboutthe pronunciationof thanUdnnfiandas (/n2fi.Elicit/teachthefactthatasthesewordsarenotstressed.thevowelsoundis pronounced/e/.In recentyearstherehasbeena growinginterestin howtosurvivein the witd.Gameshows,documentariesanonowsurvivalschootscaterto this newtrend.Theseschoolsoffershortcoursesin howto survivewithoutanvmoderncomfortsi n t h ew i l d .In this lessonSs readabouta survivaIschooIandlistentoa schooIinstructordescribethe coursesthat areon offer.Throughthis contextSs learnsuperlativesand howto writethank-younotes.OPTIONALWARMERAskSs howwelltheycouldsurvivein the wilderness.Q: Coutdyou find food/kitl animalsto eat/build aplaceto sleep/makea fire?\Iocabulary1a> Focuson thewords/phrasesin the box.Estabtishthattheunderlinedwords/phrasesaretheimportantonesto remember.Give5s z or 3 minutesto matchthewords/phrasesin the boxto the underlinedonesin thesentences.Avoidgivingtoomuchhetp.Ssshouldbeableto workout partsof speechandmeaningfromthecontext.Checl<Ssanswersasa class.b > Listento Ssastheydiscussthe questionsandnotedownanyobviouserrors.Elicitanswersto eachquestionfromthewholeclassandctarifyanyof theerrorsyouheard,encouragingSsto self-correctfirst.Whichone?Why?Listeningsentenceswith.Getfeedbackfroma variousSs.Person to person9 ) Readthroughthe examplewith the whole classandcheckthey understand.ThenSs work in pairsto find fivedifferencesbetweenthem.Whenthey havefinished,eachp a i rj o i n sw i t h a n o t h e rp a i ra n d t h e yt e [ [e a c ho t h e ra b o u ttheir differences.OPTIONALEXTENSIONWritethe namesof variousitemsthat canbe comoaredon the boarde.g.,London,Tokyo,NewYork;Madonna,MichoelJackson,BritneySpears;fruit, cake,ice-cream;Mondoy,Friday,Sunday;lanuary,lune, August.Ssworkin pairsto comparethe itemswithineachgroupin variousways.Getfeedbackfromthe wholeclass.2a> FocusSson theadvertfor a minutethenasl<themto coverit.

Eticitideason whata survivaIschooIis andwhatyoulearnthere.Writeideason the boardbutdon'tconfirmor rejectanything.b > AskSsto checktheideason the boardastheylisten.PlayrecordingconfirmwithSs4.4.Afterlistening,whichof theideasontheboardwerementioned.3 ) Focuson the notesbeneaththeadvert.EstabtishthatSshaveto completethenoteswithinformationfromthe listening.Playrecording4.4again.Sschecktheiranswersin pairsthenchecktheanswersasa wholeclass.4 ) Ssdiscussin pairs.Monitortheirthequestionandconversations,checl<ingthattheyaregivingreasonsfromSsfeedbacl<notingdownanyimportantGeterrors.first.self-correctionandgo overerrors,encouragingGrammarOPTIONALEXTENSIONthattheynotes.Estabtish5 ) Focuson thethank-youwerewrittenby peoplewhohadbeenon a Hittsidesurvivalcourse.Ssreadthe notesanddecideif eachElicitpersonfeelspositiveor negativeaboutthecourse.responsesfromSs(eachpersonfeelsverypositive).Ss makesentencesaboutfriendsandfamilyusingsuperlativesandtheseendings:...

that I know, ...inmy family. ... of all my friends. ... that I've evermet.E.g.,My mother is the cleverestperson in my family.OPTIONALGRAMMARLEAD-INTetlSsthat you aregoingto testthemon the notes.5s readthe notesagainthenclosetheirbooks.Readthe notescarefullybut stop beforeeachsuperlativetothe nextword.seeif SscanrememberTeacher:A big thank-youfor helping to make it the ...Ss:... mostexciting...Ask 5s: Q: Lookat the underlinedwords.What is thenamefor this construction?(supertative)Q: Thereare two vvaysto makesuperlatives.Whatare they? (r adjective+ -esf, 2 most+ adjective.)box.Write6 ) DirectSsto comptetetheActivegrammarthenelicitthegrammarboxon the boardin preparationthecorrectanswersfromthewholeclass.Active grammar= (the)adiective(onesyttabte)+ -esfShortadjectives=Longadlectives(two+syttables) (the)mosf+ adjectivegood= best;bad= worstlrregularadjectivesr) Ssshouldbe comfortabtewiththisgrammar,afterdoingcomparativesin lesson4.2.lf not,movestraightlf theyareto theexercisesto ironoutanyproblems.comfortable,introducethefinerpointsof supertatives.) Thewordtheatmostalwaysprecedessuperlatives(e.g.,the best,themostbeautiful);two-sytlableendingin -y use-esf.The-y changesto -i.

(e.9.,adjectivesthefunniest);whena one-syllableendsin -e,adiectivesimptyadd-sf (e.g.thenicest,the largest);whena onedoublesytlableadjectiveendsin a vowelanda consonant,(e.g.,fffesf ; biggest)the consonant) DirectSsto Referencepage43 to reviewthesepoints,particutarlythe irregutars,andthe useof rnandon aftersuperlatives.Eticitfromthe prompts.sentencesb > SswritecompletefromSsandwritethemon the board.OftentheanswersbuttetlSsto usethemorethanonetenseis possiblePresentSimpleto keepthiseasy.Pronunciation9a) Stresspatternsin supertativesentencesareoftenemphasisedto heightenFocusthe meaning.attentionon thesentencesSswrotefor Ex.8b.Readoutthefirstsentence.AskSswherethe stressedwordsare(exciting,holiday,had).b > etayrecordingwordsin thethestressed4.5.Ssmarl<sentences.SsidentifyCheckthatSshavegotthiscorrect.(nouns,whatkindsof wordsaremosttiketyto bestressedverbs,adjectives).dependingonNotethatstresschangesthemeaningandthesituation.) Ssreoeatthesentencesto eachotherin oairs.Person to person10) FocusSsonthequestionsandmodelr or z oftheanswers.Sslistenfor examplesof superlatives.) Ssworl<in pairsto answerlf someSsthe questions.finishearly,theycanswappartnerstheirandrememberpreviouspartner'sanswers.7 ) Ssfindandcorrectin pairs,thencheckthe mistakeswitha partner.Getfeedbacl<fromvariousSs.Writing8a} DirectSsto Ex.4a in lesson4.r.Ssmakethesuperlativesin pairs.Elicitanswersfromthewholeclass.b > AskSsto thinl<of realreasonsforthank-younotese.g.,Someonecooksdinnerfor you/givesyou a present.Sschooseoneof thesituationsandwritea thanl<-Vounoteusingthe phrasesaboveandsuperlatives.11a> FocusSsbacl<onthethanl<-younotesin Ex.5.

Ssunderlinethatcouldbe usedin otheranyusefulphrasesthanl<-vounotes.t!It is increasinglyimportantto knowaboutthe culturalbackgroundof peoplefromothercountries,especiallywhenlearningto speal<the languageof that country.ln this lessonSs reconsider:someof the stereotypesthat existaboutEnglandandthroughthiscontexttookat the useofindirectquestionsto expresspoliteness.tIIOPTIONALWARMERWritea numberof countrieson the boarde.g.,Spain,USA,/apan, Sweden,France,Egypt,tndia (don'tincludeEnglandyet).5s workin pairsto writethreethingsthat theyassociatewith eachcountry.Nowwritefact or stereotypeon the boardand checkthe 5s understand.GetSsto readout the wordstheyput for eachcountryanddiscuss,as a group,if theyare factsor stereotypes.4 ) Ss look at the placesin the box with a partnerandpredictsentencesthey might hearin eachplacee.g.,CanIhavethe bill? (in a restaurant).Getfeedback.)Pl a v recordingr p c n r d i n s z A Ssm r f e h eacha r r h .

l i dialogue-l^-,,^r a - place.Playto4.6. S q matcha ^r-^^5a) Readthroughthequestionswiththe classandthenptayrecording4.6 again.Sstakenotesastheylistenandthencomparein pairs.lf necessary,ptaytherecordingagain.Getfeedbackfromtheclass.Reading1a) Booksclosed.GiveSstwo minutesto writea list ofwordstheyassociatewith Engtand.Getfeedbackfromthewholeclass,writingthe wordson the board.Askthe Sstodiscuss,in pairs,if thesethingsarefactor stereotype.b > Ss readthe textquicklyandcirclethe topicsthat arementioned.Tellthemnot to worryaboutanywordstheydon'tunderstandat thisstage.Getfeedbackfromthe wholegroup.) lf Ssdidn'tmentiontheothertopics(footbatt,drivinghabitsandtibraries)in Ex.ra, givethema fewminutesto discusswhattheyknowaboutthesethingsin Engtandwitha partner.Getfeedbackfromthewhotectass.2 ) Readthroughthestatementswiththewholeclass.checkingeverybodyunderstandsattofthem.SsthenreadthetextagainandanswerT (true)or F (fatse)withapartner.GetfeedbackfromvariousSs.6') AsktheSsif theyhaveanyvocabularyquestionsfromthetextandencourageotherSsin theclassto clarifyanydoubtsbeforeexplainingthemyourself.3 > Ssdiscussanyfactsthatareparticutarlysurprising.Getfeedbackfromthewholeclassandaddanyinformationyouwould[iketo e.g.,It'snotnormattyfoggyin London.Not all Englishpeoplearereserved.Lifelonglearning> Readthroughthe questionswiththewholeclassandSsdiscusstheiranswersin pairs.Getfeedbackfromthewholeclass,feedingin otheridease.g.,usinga dictionary/aphrasebool<or askingfor clarification,repetitionor paraphrasingwhatyouwantto say.EncourageSsto watchEngtishlanguagefilmsandTVshows,asthesecontainlotsof usefulnaturallanguage.b ) Ssworkin pairsto practisetheconversations,usingthetapescriptasa guide.Aftertheyhavereadthroughit once,Sscanbegivenfreerpractiseby repeatingtheconversationsbutwithontyoneof themlookingat thetapescriptandtheotherstudentimprovising.6 > AskSsto brainstormothersituationsthattheymightfindthemselvesin if theyvisitedan Engtishspeal<ingcountry,e.9.,/r a hotel,at theoirport,in a museum,in opub, etc.> Getfeedbacl<fromthewholeclassandwritethesituat'ronson the board.AskSsto workin pairsto writea conversationfor oneofthe situations.Goaroundtheclasscorrectingerrorsandasl<some,moreconfidentSstoperformthedialoguefor the restofthe class.GrammarOPTIONALGRAMMARLEAD-INWritethe fo[[owingstemson the board:Doyau know...

Canyou tell me ...Tettthe 5s to imaginetheyarein Londonandtheyar.etost.Theywantto go to TrafatgarSquare.In pairsSsdiscusshowtheywouldcompletethe stemsentences.Getfeedbackandelicit/teachthe correctform(Doyouknow/Couldyou tell me whereTrafolgarSquare is?)you phoneDothe samewith the followingsituation.the theatreandyouwantto l<nowwhattimethe showstarts.Elicitthe correctanswer(Doyou know/couldyou tell me what time the show starts?)7 ) FocusSson theActivegrammarboxandpointoutthedistinctionbetweendirectandindirectquestions.Explainthatwe oftenuseindirectquestionsto be morepolite.ReadthroughtheexampleswiththeclassandSscompletethe rulesandanswerthequestionsin pairs.) Copythe rulesfromthe boxontothe boardandelicitwordsto completethegaps.Active grammara) Questionswith the verbto be:Direct:questionword/phrase+ verbto be + subjectIndirect:indirectphrase+ questionword+ subiect+verb to beb) Questionswith mainverbs:Direct:questionword+ auxiliaryverb+ subject+ verbIndirect:indirectphrase+ questionword+ subject+verbr Auxiliaryverbsdisappear.2 WemakeYes/Noquestionsby usingif or whether.Pointout that Ss canconsultReferencepage43 forfurtherexamples.8a)I n t h i s l e s s o nS s c o n s i d ewr h i c ho b j e c t so r i t e m sa r et h emost and leastessentialfor survivingin a forest,up am o u n t a i no r i n a d e s e r t .1 ) FocusSs on the itemsin the box and te[[ them roworl<with a partnerto namethe thingsthey can see in thephoto.Getfeedbacl<from variousSs,eliciting/exptainingthe meaningof problematicwordswith the wholeclasse.g., We use a torch at night to see.Ssworl<in pairsto makethequestionsindirect.b > elayrecording4.7 andSschecktheiranswers.2 )' Readthroughthe questionswith the wholeclassand then play recording4.8.