Total English pre-intermediate Teacher's Resour (776372), страница 17
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box.Readthroughthedifferentwaysof reactingto jol<eswith the whole class.Playrecording7.8 again,but stop aftereachjoke. Elicitareactionfrom the Ss.) TeltSs to think of a joke or jokes in pairs.Givethemtime to work out how to tell it/them, mal<ingnotesifnecessary.Haveeachstudenttetl their jokesto adifferentpartner.The listenermust react,usingexpressionsfrom the Howto ... box.Vocabulary4a) FocustheSson thechartandreadthe headingswiththewholeclass.In pairs,Ssputthevocabularyitemsintothe correctcategory.Te[[Ssthatsomeitemscouldgointomorethanonecategory.) AskdifferentSsto readouttheanswers,payingparticutarattentionto the pronunciationof ache-b > Ssanswerthequestionin pairs(Theansweris have,atthoughwe couldalsousegefwithatttheothersexceptfor a brokenarmlleg).c ) Ptayrecording7.g.Sslistento checktheiranswers.Lifelonglearning) Focusst on the Lifelonglearningbox.Readthroughthe suggestionwith the wholeclassand discusstheusefulnessof this advicewith the whoteclass.pointout that they can listento the recordingwhen driving,cooking,cleaningetc.
and it's a good way of studyingw h i l ed o i n gs o m e t h i n ge l s ea t t h e s a m et i m e .5 ) Readthe examplesentencewith the whole classand then Ss work in pairsto matchthe symptomsandsuggestions.Go aroundthe classhetpingwith any difficuttvocabulary.6a> Rlayrecording7.rc andSslisten.Thentheyactoutthedialoguewitha partner.Tetlthemto try to usegoodpronunciationandintonation.b ) Sswritesimilardiatogueswithotherheatthproblemsandadvice.TheyshoutdusethevocabutaryformEx.4aandthephrasesfromEx.6a,butencouragethemto be imaginativetoo.Goaroundtheclassmonitoringtheirwork.C ) Sspractisethedialogueswiththeirpartner.Goaroundtheclasscorrectingproblems.anypronunciationAskanyof the moreconfidentSsto actouttheirsituationforthe restof theclass.Reading and speaking7) FocusSs on the photosand tett them to answerthequestionsin pairs.Getfeedbackfrom the wholeclass.8 ) Dividethe classinto two groups,A and B.
GroupAreadsthe text on page125and group B readsthe text onpage13o.EncourageSs within the samegroupto helpeachotherwith any difficuttvocabularyand tell them tocompletetheir part of the table on page21.9a > Put a studentfrom groupA with a studentfromgroup B. Ss then worl<in pairsin orderto tell eachotherabouteachtype of medicine.WhenstudentA tall<s,studentB comptetesthe table and viceversa.) Getfeedbackfrom the wholeclassabout both typesofalternativemedicine.b ) Ss discussthe questionin pairs.Getfeedbackfromthe wholeclass.Grammar1O > Ssreadthroughthe tetterindividualtyandguesstheproblem(backache).Checl<thatSsunderstandattthenewvocabulary.OPTIONALGRAMMARLEAD-INSsto closetheirbooks.Asl(the followingquestionsto seehowmuchSs rememberfromthe letter.Elicitanswers,but mode[the correctformif necessary.Q: Why is backachea commonproblem?Becausepeopledon'tstandor sit in the rightway.Q: Why shoutdyou get the right chair?Tosupportyourback.Q: Why shouldyou sleepon a hard mattress?Inorderto keepyourbackstraightduringthe night.Q: Why shoutdyou take regutarbreaks?So that youchangeyoursittingposition.11a> FocustheSson theActivegrammarbox.In pairstheyreadtheexamplesandcompletethe rules.Writetheruleson the boardandelicitwordsto completethegaps.Active grammarGivinga reason:because+ subject+ verbExptaininga result:so + subject+ verbExpressingpurpose:fo + infinitive;in order(not) to +infinitive;so that+ subject+ verb> TetltheSsto lookat Referencepage73.Givethemamomentto readthroughthe notesandask:Q: Howdo weexpresspurposein formalsituations?(in orderto)b > Ssworl<in pairsto correctthesentences.Checl<theanswerswiththewholeclass.OPTIONALEXTENSIONIn pairs,5s chooseoneof the problemsor resultsabovee.g.,notto getthe ftu,not to hurtyourback.Thentheywriteaboutotherpossibleactionsthathavethe sameresult,reasonor purposee.g.,I drinka lot of orangejuiceso that I don't get the flu.
Goaroundthe class,monitoringtheirwork.Writingl2A,> Ss write a letter(likethosefound in magazines)askingfor adviceabout a healthproblem.Tet[them theym u s td e s c r i b et h e p r o b l e ma n d a d d r e s si t t o D o c t o rDarren.b > Ss work with a partnerand readeachother'sletters.Thenthey write a repty,givingadvice.G ) Ss readtheir partner'sreplyand decideif it is goodadvice.Getfeedbackfrom the class.In thislessonSsdo a quizto findout howstressedthevareanddiscusswaysof relaxing.) Writesfresson the boardandelicit/teachthe meaning(a negativeemotionaIconditioncausedby externalpressures).AsktheSs:Q:Whatl the adjectiveof stress?Eticit/teachthe twopossibitities.Stressed(ontyfor people)andstressful(thingsthatcausestress).FocusSson the photoandask:Howdoesthe personfee[?WhatstressfulthingscanQ:yousee?Askthemto brainstormcausesofstressin oairs.Getfeedbackfromthewholeclass.1 ) Ssdiscussthequestionsin pairsor smallgroups.Getfeedbackfromthewholeclass.2 )' FocusSson thequizandreadthroughtheintroductionwiththewholeclass.TeltSsto do thequiz,writinga numberto representtheirreactionsin eachsituation.3a ) Ssaddup theirpointsandlookat the resultsonpage129.AsktheSswhichcategorytheyfattinto.b > ln groups,Ssdiscusswhethertheyagreewiththegivingtheirreasonsresults,whyandwhynot.4 ) Ssanswerthequestionsin pairs.5 ) TetttheSsto standup andminglewithotherSsasl<inghowtheyrelax.Givethemtimeto talkto mostotherSsandthengetfeedbackon the mostpopularwayof relaxing.1>Answers:r We'tlbe late if we don't leavenow.z lf it rains,we won'tplaytennisthisafternoon.if you go shopping3 Wittyou buy me a newspaperlater? 4 If I don'tseeHo[[ytoday,I'ttphoneher.you'llburn5 lfyou put yourhand,on the cooker,!ourself.
6 | won'tmeetyou at the cinemaif I don'tf i n i s hm y w o r : k . 7 l f y o u l e n d m e f i v ep o u n d sI,' l l p a yyou backtomorrow.B lf you get homebeforeme,w i l lv o um a k et h ed i n n e r ?2>Answers:r lf theyoffermethe job, I'tttal<eit. z I'tlhavea partyif I passmy exam. 3 lf you don'tusesuncream,you'ilget burnt. 4 I'ttbe latefor workif I don'tget up now.
5 lf we don'tinviteher,she'llbe upset. 6 lf I seeJon,I won'ttetthimabouttheparty. 7 Youwon'thaveanymoneyleft if you buythosejeans. 8 If we donl leavenow,we'[ be [ate.physicata person'sappearanceTtCan do:describeCEFBr descriptor:canexpresshirnlherselfwith retativeease.Despitesorneproblemswithformulationresultingin pausesand'cul-de-sacs',he/sheis ableto keepgoingeffectively,withouthelp(CEFpagerz9)personalitysomeone's7.2Cando:describeCEFBr descriptor:canconveysimple,straightforwardinformationof immediategettingacrosswhichrelevance,pointhe/shefeelsis mostimportant(CEFpagerz9)73 Cando:talkaboutillnessandgiveadviceCEFBr descriptor:canprovideconcreteinformationrequired(e.9.describein an interview/consultationsymptomsto a(CEFdoctor)butdoessowithtimitedprecisionpage8z)CEF guick brief3>Answers:r going z not to tett 3 to wash4 doing 5 to go 6 tiving Z to see B tatking4>Answers:r going z to lose 3 to help 4 arriving5 to do 6 talking5>Answers:r because z in orderto4 so 5 in ordernot to 6 toCEF References3 so that6>Answers:r skinny z sorethroat 3 r.eliable4 muscular 5 reserved 5 hightemperature7 ambitiousThoughthe referencelevelsin theCommonEuropean'vertically,,Frameworksuggestthat Ss progressfromAr to Az, etc.,the Frameworkitselfsaysthat 'learninga tanguageis a matterof horizontalaswellasverticalprogression'.Thismeansthatsomelearnersmighttiketo movefromAz levelin a businesscontextto Az levetina touristcontext.TheCEFidentifiesfourbasic'domains'thathelpto understandthishorizontal[anguagedevelopment:thepublicdomain,thepersonaldomain,theeducationaldomainandtheoccupatio.naldomain.Portfolio taskDownloodthe TotalEnglishPortfoliofreefromwww.longmon.cam/totaleng lish.Obiective:to helplearnerscom:ptetethe 'significantlinguisticandinterculturalexperiences'sectionof theirPortfolioBiography.Thistaskcanbedonein Ss'Lr.Studentscanfurtherimprovetheirlanguagelearningskittsby reflectingon significantexperiencesthathavehetpedthemto learnanothertanguageor aboutanotherculture.1 ) ReferSsbackto thesectionoftheirpassportwheretheylistedtheirlanguagelearningandinterculturalexperlences.2 ) AskSsto choosethe mostimportantexperieneesthathavehelpedthemlearna languageor learnaboutaculture.lt canhelpto giveyourexamplesof yourown.3 ) AskSsto comparewitheachotherandexplainwhytheywereimportant.Overview) AskSsto brainstormin pairsa listof thingsthatarefaste.g.,runner/athtete,trains,cars,varioustypesofanimals,food,Concordeetc.Thenasl<themto chooseoneor twothingsfromtheirtistandwritedefinitionsofthewords.Haveonestudentfromeachpairreadouttheirdefinitionsandthe restof theclassguesstheword.) Writethewordson the board.Thenasl<Ssto te[[youanyotherwordstheyhaveon theirtistandwritethemonthe boardtoo.) Nowwritespeedon the boardandtettSsthatthe nextunitis aboutthistopic.1a) Ss[ool<at the photosandsaywhattheycanseeandcommenton theconnectionin pairs.SummaryLessonr: Ss reada textaboutspeedin modern-daysociety,focusingon the areasof fastfood,communicationanoinformationtechnologyandtravet.Thentheydiscussrecentchangesin theircountry/area.Lessonz: Sstalkaboutrelationshipsusingvariousphrasatverbs.Thentheyreadaboutspeed-dating,in whichtwentymenandtwentywomenmeetandtalkto eachpersonforthreeminutesin orderto decidewho theywouldliketo date.Lesson3: Ss readan extractfrom MarkHaddon'snovellheCuriouslncidentof the Dog in the Night-time,whichtelts thestoryof a r5-year-otdautisticboywho decidesto investigatethe myster:iousdeathof his neighbouCsdog.CommunicationFocus:Ss ptaya boardgamein whichtheyhaveto answerquestionsretatedto this unit.Film bank Speed-dating(z'r9")An extractfroma currentaffairsTV programmeaboutspeed-dating.In this shortfilm aboutspeed-datingwe meettwopeop[eas theyaregettingreadyto attendtheirfirstspeed-datingevent.Weseethe questionstheyaskeachotherandfind out ifthey put a tick by eachother'sname.Possibleplacesto usethisshortfi[mare:) beforeLessonz to introducethe topicof speeddating)afterLessonz to extendthe topicofspeed:dating> at the endofthe unitto roundup the topicandlanguageForwaysto usethis shortfilm in class,seeStud:ents'Bookpager4o andTeacher'sBookpager8o.b > Sscompletethesentencesusingthewordsorphrasesin the box.Letthemchecl<witha partnerandthencheckwiththewholegroup.2a) Ssdiscussin pairsor smallgroupswhichtwosentencestheythinl<arefatse.Encouragethemto givetheirreasons.Getfeedbacl<,putdo nottettthemtheyet.an,swersb > elayrecording(r8.r andSschecktheiranswersand3 arefalse.Cheetahscanrunat trz kilometresanh,ourandthespeedlimiton motorwaysin Spainis rzokilometresan hour).3a) GivetheSsa fewminutesto workin pairstodiscussthe meaningof thewordsandphrasesthatareunderlined.Askforvolunteersto explaintheexpressionsoneby oneor giveexamplesof howtheywoutdusethem.b> Ssaskandanswerthequestionsin pairsandthendecidewhichof themhasa 'faster'life.Askvariousstudentsto explainhowfasttheirpartner'stifeis"EXTENDTHE LEAD-INDrawa chartwith two columnson the boardwithputthe headings:'advantages'and'disadvantages'.Ss in groupsandhaveonememberofeachgroupcopythe chart"GiveSs aboutten minutesto thinkaboutmodern-daysocietyandthe advantagesanddisadvantagesofspeedin our lives.e.g.,'advantages':travelquickly,communicateby thelnternet, dan't have to cook, can do lots ofthingsin a veryshort time etc 'disadvantages,i stress,notime for fanily and friends,fast food is unhealthy"occidentson the roadetc.Thenget feedbackfromeachgroup,allowingotherSsto agreeor disagree.GrammarIn an increasingtyfastworld,manyorganisationsarespringingup to defendthe rightto takeyourtime.Theseorganisationsclaimthat the speedof daitylifethreatensourhealth,famityand retationships,andweakenscommunitiesleadsto higherlevelsof unemployment.In this lessonSs reada textabouthowfastmodern-daylifeis andtipsabouthowto slowit down.Throughthistexttheyanalysethe grammarof the PresentSimplePassive.OPTIONALWARMERAskthe 5s abouttheirhabitswith regardto fastfood,useof mobilephonesandemailsandtravel.Q: Howoftendo you eat fast food?Howmanyemailsdo you usuallysenda day?Howmanytext messagesdo you usuallywrite a day?Whendo you switchoffyour mobilephone?Howoften do you useyour car?Reading1 ) FocusSson the photosandexptainwhatthe SlowMovementis.Tellthemto answerthequestionsin pairs.GetfeedbackfromvariousSs.2 ) Ssreadthroughthetextquicktyandchoosea title(b).Tettthemnotto worryaboutanyvocabularytheydon'tunderstandat thisstage.referring3 ) Ssworkin pairsto correctthesentences,bacl<withto thetextwherenecessarv.Checkthe answersthewholeclass.OPTIONALGRAMMARLEAD-INWritethe followingsentenceson the boardbut withthe wordsin the wrongorder.5s workin pairstoorderthe wordsandwritethe sentences.t million day 65 eaten USAfast-foodeveryin aremealsthe (6Smillionfast-foodmealsareeatenin theUSAeveryday).2 text fifty overmillion UK the eachmessagesin daysent are (Overfifty milliontext messagesaresenteachday in the UK).3 around world over million carsused4oo thecurrentlyare (Over4oo millioncarsare currentlyusedaroundthe world).Eticit/teachthe nameof this grammaticalstructure(PresentSimplePassive).5a) SsreadthroughtheActivegrammarboxandchoosethe correctalternatives.Eticitthe answersandwritethestructureson the board.ActivegrammarActive:Form:+ verb+ object.subjectPassive:Form:+ pastparticiple.am/is/areb> Ssfindtwo moreexamplesin thetext.(lf youhavedonethe optionalgrammar[ead-in,thisexerciseis notnecessary).) ReferSsto Referencepage83 andgivethema fewminutesto readthroughthe notes.AsktheSs:do we useto saywho did the actionQ:Whatprepositionin passivestructures?bywhenQrWhathappensto the objectof activesentenceswe changethemto passives?lt becomesthesubject.Q:Whendo we useis?whenthesubjectis singularQ:Whendo useare?whenthesubjectis plural.> lf theSsstitlhavesomedoubtsaboutthisstructure,workthrougha fewmoreexampleson the board.) AsktheSsif thereareanywordsin thetextthattheyhaven'tunderstoodandencourageotherSsto explainthosewordsbeforedoingsoyourself.Avoidexplainingthe underlinedwordsyet,asthisis includedin Ex.8.'Slow4 ) Sslookat thetips'againandanswerthequestionswitha partner.Sssharetheirideasfor othertipswiththe restof the class.e,g.,A manin that shoprepairsmy bike.My bike is repaired(by a man)in that shop.Peoplein Conadospeaktwo languoges.Twolanguagesarespoken(bypeople)in Canada.6 ) Sscompletethesentencesin pairs.Checl<theanswerswiththewholeclass.7a)Playrecording8.2 and Ss listenand write thesentences.Eachsentenceis repeatedtwice.Pausetherecordingat the end ofthe secondrepetitionto givetheSs time to write and comparewith a partner.b > Elicita full answerfromtheclassfor questionr e.g.,hlastinternationalphonescallsaremodein Enatish.Ti'ren,in pairs,SswritefuI answersfor the,.rtif th"questionsandcheckto seeif theywererighton page13o.Vocabulary8 > TettSsthattheyaregoingto studyverbsusedtodescribechange.Focusthemon theunderlinedverbsinthetextin Ex.z andtel themto answerthequestionsinpairs.Checkwiththewholeclass.9 ) D i s t i n g u i sthh e c o n c e p to f c h a n g ei n q u a n t i t ya n dchangein qualitywith the wholeclass.Ss worl<in pairstoctassifythe verbs.Getfeedbackfrom the wholeclass.Speed-datingis a newcrazethathashit BritainandtheUS.lt entailsa groupof singlesgatheringat a caf6or barthathasbeenrentedoutfor theevening.Thecaf6is fittedwith'tablesfor two', andparticipantsaregivena settime(three-tenminutes)to tatkto a memberoflhe oppositesexon suggestedtopicsto hetpbreakthe ice.At theendof thesettime,thereis usuallya DJthatringsa beltorplaysmusicto letyouknowit,stimeto moveon to thenextdate.Participantswriteon a formif thevwoutdliketo seethispersonagain.ln thislessonSsreada letterfroma speed_datingcompanyto oneof theirclientsandthroughthiscontexttheyanalysethegrammarof questionformation.OPTIONALWARMERWriteromanticrelationshipson the board.TettSs thatthis is the topicof the lesson.In pairs,Ss brainstormwordsrelatedto thistopic.Getfeedbackfromthewholeclassandwritethe wordson the board.Vocabulary1Oa> Ssworkin pairsto choosewhatthevthinkis thecorrectalternative,givingreasonsfortheirchoice.b > elayrecording8.3andSslistento checktheiranswerS.1 ) Writephrasalverbon the boardand eticit/teachthe meaning(verb+ one or two particlese.g.,adverborprepositionwhich changesthe meaningof the verb).Givethe Ss an exampleof a phrasalverb e.g.,get up.) FocusSs on the box and the example,asksomeoneouf.
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