Total English pre-intermediate Teacher's Resour (776372), страница 18
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Readthroughthe definitionwith the whole class.Tellthe Ss to readthe questionsin pairsand write the otherphrasalverbsnextto the correctdefinitions.Checkwiththe wholectass.Speaking1 1 a > F o c u st h e S s o n t h e w o r d si n t h e b o xa n d t e t tthem to mal<enotesabout the changesthat havetakenplacein their area/country.Go aroundthe classas thev dothismonitoringt h e i rw o r k .b ) FocusSs on the Howto ...
box. Readthroughthedifferentsectionswith the wholeclass.) Put Ss in pairsand havethem telt eachotheraboutthe changesthey havenoteddown,usinglanguagefromthe Howto ... box. lf you haveSs from differentcountries/areas,mal<esurethe pairsare mixed.2 > Ask5s whichof theverbsin theboxareirregularandelicit/teachthe pastandpastparticipleof thoseverbs(go-went-g one; spIi t-spIi t-sptit; grow-grew_grown;get-got-got; put-put-put).) 5s completethesentencesin pairswiththe correctformof the phrasalverb.Checktheanswerswiththewholeclass.OPTIONALEXTENSIONSsworl<in pairsto thinkof otherthingsthat havechangedin the worldduringrecentyearsandmal<esentencesusingthe Howto ...
box.Theythensharetheirideaswith the restof the class.3 ) Ssdiscussthequestionsin Ex.r in pairs.Getfeedbackfromthewholectass.Reading4a) FocusSsonthephotoandtettthemto answerthequestionwitha partner.Getfeedbacl<fromtheclass.b > Ssreadthe tetterquickty.Tettthemnotto worryaboutanyvocabutarytheydon'tunderstandat thisstage.Asktheclassto tell youwhatspeed-datingis.5 ) 5s readthe letteragainandanswerthequestionswitha partner.Checl<theanswerswiththewholeclass.8 ) FocusSson theActivegrammarboxandtellthemtoreadthroughthenotesandchoosethe bestalternatives.lf youhavedonetheoptionalwarmer,it is notnecessarvforthemto findexamplesin thetapescript.Active grammarr Whenthe mainverbis fo be, pul the verbbeforethesublect.z Withthe PresentSimpteand PastSimpte,putdoldoes/didbeforethe subject.I Withothertenses,put the auxiliaryverbor modalverbbeforethe subject.) TettSsto [ookat Referencepageg3 andgivethemafewminutesto readthroughthe notes.Asl<:Q: Howmanycommonquestionwordsarethere?(g)) AsktheSsif thereis anyvocabularyin the tetterthatAskSsto giveyousomeexampleswiththesequestionstheystittdon'tunderstandandencourageotherSstowords.SayHowelicitquestionae.g.,Howareyou?explainbeforedoingso yourself.Q:Whatotherwordscanwe putwith the questionword6 ) Ssdiscussthequestionswitha partner.Getryhaf?(time,kind)feedbackfromthewholeclass.Q:Whatotherwordscanwe putwith the questionwordhow?(many,much).Q:Whathappenswhenthe questionwordis the subjectOPTIONALEXTENSION(Theverbcomesafterthequestionofthe sentence?wordIn pairs,Ss discusswhatadvicetheymightgiveandwedon'tusethe auxiliary).lf youfeelSsarenotsomeonewho wantsto find a partner.Getfeedbacl<verycomfortabtewiththis,writeanotherexampleon thefromthe classanddiscussthe advantagesandboard,contrastingthe questionwordassubjectandasdisadvantagesof eachidea(e.g.,put an advertin theobjectof thequestion.e.g.,t Whokissedthegirt?(whoisnewspaper,a traditionaIdatingagency,ioin a club,dothesubjectgirlisandtheobject)andzWhodid thegirlan Engtishcourse,go ctubbing).kiss?(whois the objectandgirl is the subject).Askthe Ssto identifythesubjectandtheobjectin eachsentence.9 ) Ssworl<in pairsto correctthe mistakein eachListeningsentence,referringgrammartothereferenceif necessary.7a ) TeltSstheyaregoingto listento twoconversationsChecktheanswerswiththewholeclass.aboutspeed-dating.Focustheirattentionon thequestionsandptayrecording8.4.b > elayrecording8.4againandSswritethe namesof thedifferentspeakers.Attowthemto comparewithapartnerbeforechecl<ingwiththewholeclass.GrammarOPTIONALGRAMMARLEAD.INPlayrecording8.4 again.Sstry to rememberthequestions.Thenwritethe fo[[owinganswersfromrecording8.4 on the boardandSs writethe questionsin pairs.Checkthe questionswith the wholeclass.pointingout anyerrorsin questionformation.(Sometimesanotherquestionis possibte.)l'm Steve;Oh,l'm a teacher;yes,I do.
tt's veryinteresting;No, this is my first time; Well,I think mybest friend would say that l'm friendly and open;Oh, Canadadeflnitely; Wellactually,it wasa teachyourselfltalian CD.Seetapescripton pager57 for questions.1O > Ss work in pairsto write six morequestionssuitablefor askingat a speed-datingevent.Encouragethem to be imaginative.Go aroundthe classcheckingthatthey are usingquestionsformscorrectly.Speaking11a> TetttheSsto standup andimaginetheyareat aparty.Askthemto findoutsomeinterestinginformationaboutoneperson,usingthe questionstheywrotein Ex.ro. Tetlthemtheyhavetwo minutes.Afterthattimeisup,say'changepartners'andSshavetwo minuteswithanotherperson.RepeatseveraItimes.b ) Ssreportbackto theclassaboutwhatthevfoundout andwereasked.8ldarkHaddon'sfirst novelThecuriousincidentof the dogin thenight-time(zoo3)tellsthe storyof Christopher,a 15,rearold autisticboywho turnsprivateinvestigatorwhenthe neighbour'spet poodteis founddead.Thebookwonthe 2oo4Whitbreadprize(Britain'slongest-runningtiterarycompetition),andprovidesgreatinsightintowhatit is liketo livea lifeof autismin whichthereareno filtersto ordero r e l i m i n a tteh em i l t i o nos f p i e c e os f i n f o r m a t i ot hn a ro n ereceiveseveryday.ln this lessonSsreadan extractfromthe novelandthroughthiscontextconsiderthe grammarof PastSimpteand PastContinuous.OPTIONALWARMERCopytwo faceicons(happyandsad)fromextractz onthe boardandelicittheirmeaning.In pairs,Ss discussthe thingstheyassociatewith thesefeelings.Getfeedbackfromthe classandseeif everybodyagrees.5 ) Ssdiscussthequestionsin pairs.Getfeedbackfromthewholeclass.GrammarOPTIONALGRAMMARLEAD.INAskSsthe followingquestionaboutthe storyandte[[themto writea completeanswerwith a partner.Elicitthe answerandwriteit on the board:Q: WhatwasChristopherdoingwhenthe poticearrived?Whenthepolicearrived,Christopherwasho[dingthe dog.TettSs to underlinethe verbsin the sentenceandask:Q: Whatgrammaticaltensesare beingused?EticitTt e a c hP a s St i m p l ea n dP a s Ct ontinuous.6a) FocusSson theActivegrammarboxandteltthemto completethegapsin pairs.Checkwiththewholeclass.Reading1 ) Ssdiscussthequestionsin pairs.GetfeedbackfromvariousSs.2a) FocustheSson thephotoandtellthemthatthisis thefrontcoverof a bool<.Readthetitlewiththewhoteclassandaskthemto discusswitha partnerwhattheythinkhappensin the book.Getfeedbackfromthectass.b ) Readthroughthequestionswiththewholeclass.Ssthenreadthefirstextractandanswerthequestionswithapartner.Eticittheanswersfromthewholeclass.3a> RskSsto [ool<at theittustrationanddiscuss.inpairs,whattheythinl<is happening.b ) ReadthroughthequestionswiththewholeclassandinstructSsto readthroughthesecondextract.Tellthemnotto worryaboutanywordstheydon'tunderstandatthisstage.Ssanswerthequestionswitha partner.> AsktheSsif thereareanywordstheydon'tunderstandfromthefirsttwoextractsandencourageother5s to explainbeforedoingso yourself.4 ) Readthequestionswiththewholeclass.Ssturntopage13o,readthe lastextractandanswerthe questionsin oairs.Active grammarUsethe PastContinuousto tail<aboutan actioninprogressat a particutartime in the past.Usethe PastSimpleto tail<aboutcompleteactionsinthe past.Usethe PastContinuousto tall<abouta longeractioninterruptedby anotheraction.b > Ssfindfivemoreexamplesof the PastContinuousin theextractsandunderlinethem.AskvariousSsto readthemaloudfor you.Commenton theinterrogativeformi.e.,thefactthatwas/weregoesbeforethesubject.Answers: And what, preriselg wereyou doltgarden?(extractz); I was holdingthe dog.And why u,ereyou hsldi*g the dog?askingtoo manyquestions...
(extraskingthemtoo quickly,.;..1> Tellthe5s to lookat Referencepage83 andgivethema fewminutesto readthroughthe notes.Ask:actionscompleteat the timeyouQ:ArePastContinuousaretalkingabout?(No)Q:Whichtensedo we normallyuseto set the sceneto astory?(PastContinuous)7 ) Sscompletethesentencesin pairs.Checktheanswerswiththewholeclass.8 > Ssfinishthesentencesappropriatelyusingtheirownideas.GoaroundtheclassmonitoringSs'workandmakinganycorrections.Then5s readouttheirsentencesforthectassto hear.9 > PutSsin pairsandtellthemto thinkabouttheirpartnerbutnotto speakyet.Askthemto writedownwhattheythinkthatpersonwasdoingat thestatedtimes.Nowtell themto talkto theirpartnerto seeif theywereright.Pronunciation1Oa> Playrecording8.5andSswritethesentencestheyhear.Eachsentenceis repeatedtwice.Pausetherecordingafterthesecondrepetitionto giveSstimetofinishthesentenceandcomparewitha partner.Checkwiththewholeclass.b > Rtayrecording8.5againandaskSsto payattentionto the pronunciationof wasandwere.Elicitthe factthatthesewordsarenotstressedin thesentencesandarepronouncedwith weakforms:lwezland/we/.) Sspractisesayingthesentenceswitha partner.Goaroundtheclasslisteningto pronunciation.Speaking1 1a > Dividethe classintogroupsof four,withtwoAs andtwo Bs(lf youhaveoddnumbers,havethreestudentBs).) TetltheAsto [ookat pagerz6 andthe Bsto lookat pagerz8.Givethemtimeto readtheinstructions.lfpossibleseparatetheAsandBswhiletheyprepare.) Nowsendoneofthe Asfromeachgroupoutofthectasswhilethe'police'interviewthefirstsuspect.Givethemfiveminutesandthensendthefirstsuspectoutoftheclasswhilethesecondsuspectis interviewed.b > Finatty,everybodyreturnsto theclassandthe policedecideif thesuspectswereguiltyor not.Askeachsetofpoliceto reportbackto theclasswiththeirverdict.Writing12 > Ssreadthestoryin theWritingbankon page747anddo theexercises.Checkwiththewholeclass.13 > Sswritea storystartingwiththewordsgiven.Allowtimefor Ssto brainstormideasbeforewriting.OPTIONALVARIATION5s eachwrite the first line on 44 paper.Aftertwominutesthey passtheirpaperon to the nextstudentwho readsthat [ine,fotdsit overandwritesa secondline,andso on.Whenthe papershavegonearoundthe class,Ss openup theirpaper,andreadthe storiesaloud.InthislessonSsplaya boardgamein whichtheyanswerquestionsrelatedto thisunit.1 ) Readthroughthe ruleswiththewholeclassanddividethestudentsup intogroupsof threeor four.2 ) 5s writeseven'choice'questionson sma[[piecesof paperfor anothergroupbasedon thingstheyhavestudiedin the bookso faror generalinterest.Goaroundtheclassmonitoringtheirwork.) Collectin the'choice'questionsandredistributethemamonggroups.3 ) GivetheSscountersanddiceandtetlthemto playthegame.lf anyof thegroupsfinishmuchearlierthantheothers,havethemwritesimilarquestionsaboutothertopicsin the book.Thesecanbe usedto conducta miniquizat theendofthelesson1>Answers:r arecleaned z areinvited 3 isrecycled 4 arecut down 5 is covered 6 arelocked 7 is served 8 areopened2>Answers:r don'tpronouncez aretal<en 3 isnotinvited 4 areemptoyed5 don'tuse 6 arecancelled7 is made 8 areplayed 9 is closed3>Answers:r Haveyou everseena cheetah?z Whattime are your friendscoming? 3 Whydo you alwaysdriveto work? 4 Howlong hasshe livedin that flat? 5 Whendid you last see agood film? 6 Are you goingto do your homeworktonight? 7 Woutdyou like to cometo dinnertomorrow? 8 Whereareyou goingon holidaynext year?4>Answers:r Whatdo youlikeeatingfor breal<fast?z Wheredo youusuallygo foryourhotidays?didsheplayasa chitd?3 Whatinstrument4 Whatdidyoubuy? S Whatcanyourmotherdoreallywel[? 6 Whenareyougoingto startdrivinglessons?7 Howmanytimesweretheylateforschoollastweek?5>Answers:r was raining 2 weredriving3 stopped 4 didn't hit 5 fell 6 wasn't7 was wall<ing 8 was following 9 startedro looked 11 saw6>A n s w e r s : r g e t t i zn dg o w n 3 u p 4 h o u r5 in 6 timit 7 apartCEF References8.r Cando:describesimplechangeCEFBr descriptor:canexplainthe mainpointsin an ideaor problem(CEFwithreasonableprecisionpagerz9)8.2Cando:findout personalinformationCEFBr descriptor:cantakepartin routineformaldiscussionof familiarsubjectswhichis conductedin clearlyarticulatedspeechin thestandarddialectandwhichinvolvestheexchangeof factualinformation,receivinginstructionsor thediscussionof solutions(CEFto practicalproblemspage78)8.3Cando:askandanswerquestionsaboutpastactionsCEFBr descriptor:candescribeevents,realor imagined(CEFpage59)CEF quick briefThereferencelevelsin theCommonEuropeanFramework(Ar-Cz)allowa correlationwithcommoninternationalexamsaswellasexamswithina countryor institution.Thismeansthatemptoyerscanhavea moreaccurateideaof whata studentwitha particularquatificationcanactua[[ydo.Formoreinformationseethe introductionatthestartofthisTeacher'sBook.Portfolio taskDownloadthe TotalEnglishPortfoliofreefromwww.longman.com/totalenglish.Objective:to hetplearnersstartusingthe Portfoliotoassesstheirprogressandprioritiesin English.Thistaskcanbedonein 5s'Lr.TheBiographysectionof the PortfoliocontainstheCando statementsfromeachlessonin the book.Learnerscanusethissectionto reviewandkeeptrackoftheirprogress.It is hetpfutto remindstudentsto completethetickboxesin thissectionat regularintervals,perhapsat theendofeveryunitor at theendofeverysemester.1 > Ask[earnersto lookat theCando statementsinthe Biographysectionof theirPortfolio.Showhowthestatementsretateto theworktheyhavecompletedin theircoursebooks.2 ) Askstudentsto lool<throughthestatementsat AzleveIandcompletethetickboxes.3 ) Explainthatastheyprogressthroughthecourse,theywiltbe ableto achievemoreCando goalsat Az andwill atsostartto completegoalsat Br level.Overview> Writeworkon the boardandtell theSsthatthe nextunitis aboutwork.HaveSsworl<in pairsto brainstormatistof jobs.Givethemtwo minutesonly.ElicitwordsfromtheSsandwritethemon the board.1a) Sslool<at thephotosandnamethejobs.SummaryLessonr: Ss listento threepeoptetalkingaboutjobinterviewsanddiscussthe differencebetweenpairsofvocabutaryitemsretatedto work.Thentheyreada textgivingadviceabouthowto be successfuIat a iob interview.Lessonz: Ss reada textaboutCartChurchilt,who runsanlTempireandis numberoneon fhe RichListzozo.despitebeingonly19yearsotd.Thentheyaskandanswerquestionsusingdo andmake.Lesson3: Ssanswerquestionsretatedto crimeandthenlistento a newsstoryabouta carthiefwho cleaneda[[thecarshe stolebeforeleavingthemat the sideofthe road.Thentheytettstoriesbasedon a seriesof pictures.CommunicationFocus:Ss tookat strategiesfor negotiatingandthenrole-playa situationin whichthe ownersofa companyandthe employeesnegotiateoverpayandconditions.b > TetltheSsto practisepronouncingthewordsfromtheboxwitha partner.Playrecording9.r andSschecktheirpronunciation.AskvariousSsto pronouncethewordsfor thewholeclass.Pointoutthattheb in plumberis silent.C > Readthroughthequestions/instructionswiththewholeclassandchecktheyunderstandwhattheyhavetodo.lf the majorityor a largepercentageof theclassdoesnotwork,writethefollowingquestionon theboard:Q:Whatjob wouldyou like to do in the future?question(Doyouhavea job?)is no,theyshouldaskthequestionfromthe board.answeringthe questions.HelpanySswhodon'tknowhowto saytheirownjob in Engtish.2> Ssanswerthequestionsin pairsor smallgroups.Getfeedbackfromthewholeclass.3a> Readthroughthe phrasesin the boxwiththeclass.Ss.ln pairs,Ssputthe phrasesin a [ogicalorder.Tellthemthereis notnecessarityonecorrectanswer,andthattheymustjustifythe orderthattheychoose.restof theclassagreeor disagreewiththeorder.Havethemgivereasonsfor whattheysay.Film bank The interview(4'45")A shortfilm abouta mangettingunwetcomeadviceonhiswayto an interviewIn this film the maincharacteris on hiswayto aninterviewfor a job as a salesrep.Heis notverywe[[preparedandgetssomeadviceen routeto theinterviewon how he couldpreparebetter.placesto usethisshortfitmare:Possible) beforeLessonr to introducethe topicofjobinterviews)afterLessonr to extendthe topicofjob interviews) at the endof the unitto roundup the topicandlanguageForwaysto usethisshortfilm in ctass,seeStudents'Bookpager4r andTeacher'sBookpaget8r.b > Ssanswerthequestionin pairs.Getfeedbackfromthewholeclass.EXTENDTHE LEAD-INWritefivejobs on the board,e.g.,teacher,professionalfootball player, cleoner,pilot and socialworker.Ss work in smallgroupsto put thesejobs andthe jobs in Ex.ra in orderfromhighestpaidto towestpaid.Getfeedbackanddiscussanydifferences.Insmallgroupsagain,Ss discussifthey thinkthat eachiob hasthe rightsalaryor shoutdbe paidmoreor [ess.Nowadays,therearehundredsof booksandwebsitesthatgiveadviceon howto do wellin a job interview.Adviceisgenerallygivenaboutthe pre-interviewstagee.g.,findingoutaboutthe company,the interviewstageitsetfe.g.,answeringdifficultquestions,andthe post-interviewstagee.g.,sendinga thank-youletter.Thesebooksandsitesalsooffertios onwritingCVsandcoveringletters.In this lessonSsconsidervocabularyrelatedto workand readsomeadviceon beingsuccessfulat a iob interview.OPTIONALWARMERAsk5s abouttheirexperiencewith job interviews:Q: Haveyou everhad a job interview?Forwhatjob(s)?Didyou get the job? Didyou feel verynervous?Haveyou everinterviewedsomebodyfora iob?Listening1a) FocusSson the pictures.Tettthemto discusswitha partnerwhatis happeningin eachone.Elicitandacceptvariousanswersfrom5s at thisstage.b > Sschoosethecorrectalternativein pairs.Checl<answerswiththewholeclass.Pronunciationb > etayrecording9.2.Sslistento thestoriesandmatchthemto the nictures.2 ) Readthroughthe sentenceswith the whole classand play recording9.2 again.Ss write the correctpersonnextto eachsentence.Allowthem to comoarewith apartnerbeforecheckingthe answers.3a> Dividetheclassintogroupsof threeandgiveeachstudenta letterA, B or C.SsA readStoryr, 5s B Story2, andSsCStory3 on pager57.Tettthemto makebriefnotesaboutwhattheyread.b > Wittrbooksclosed,5s explaintheirstoryto the restof theirgroup.Vocabulary4a) Ssdiscussthewordsin pairs.Getfeedbackfromthewholegroup.5a) FocustheSson Ex.4aagainandtettthemto listenandmarkthestressas in the example.Playrecording9.3.Allowthemto comparewitha partnerbeforecheckingwiththewholegroup.rninterviewer/aninterviewee 2 arrmla CV 3 experience/quatificatiisal-ary/abonus I a receptionistia1'.':i5 ;i i;;?anvli rectory 7 aianaging tk--fa satesrep..,,.,,:t:]::pronouncingb > Sspractisethewords/phrasesin pairs.6 > Ssdiscussthequestionsin pairs.Goaroundtheclassmonitoringtheconversationsandmakinga noteofanyerrors.Getfeedbackaboutthequestions,andthengothroughtheerrorswiththewholeclass,encouragingthemto self-correctbeforeexplainingyourself.OPTIONALEXTENSION5s talk in pairsaboutthe job theydo or would[iketodo, usingsomeof the wordsfromEx.4a e.g.,whatqualificationsyou needto haveor ifVouor experiencenormallyreceivea bonus.Reading) Focusin pairsSson the picture.Askthemto discusswhatis happeningwittbeandif theythinktheintervieweesuccessfu[.Elicitanswersfromtheclass.7a) Ssclosetheirbooksanddiscussideasabouthowto besuccessfulin a iob interviewin pairsandmakea listgiven.undertheheadings>bGivetheSsaboutfiveminutesto do thisandthenasl<eachpairto ioinwithanotherpairandsharetheirideas,addingto theirlistswhereappropriate.lf theydon'tagreewiththeotherstheyshouldn'taddthe items.8 > TettSsto readthroughthetextquicktyandtickthethingson their[ist.) Findoutfromthewholeclassif theyhadanythingontheirliststhatis notmentionedin thearticle.9 ) Readthroughthe questionswiththewhotectass.Tett5s to readthetextagainandanswerthe questionswitha partner.Checl<withthewholeclass.TheRichListzozo hasbeendrawnup in Britainto predictwhichtwentypeopteunderthe ageof twenty-onearelikelytobe the miltionairesof the future.Elevenon the list aremateandninefemale.Fourareinvolvedin the musicbusiness.eightin sport(includinga skateboarder),fourin businessandtechnology,andoneinthreein acting,onein modellingfashiondesign.Theyaretippedto makemanymitlionsduringtheircareers,independentof anyinheritedwealth.In this lessonSs readaboutCar[Churchitt.numberoneonthis tist,andthroughthis context,considerthe grammarofcan,could andbe able to.OPTIONALWARMERAskSsto discussin pairsin whichjobstheythinkit isthe easiestto makemoneyquickly.Getfeedbacl<fromthe class.Askthemto giveyou examplesof young,peoplefromtheircountries.richor successfulWriteleen Tycoontheon the board.Eticit/teachmeaning(tycoonis a businessmanor womanwithgreatpowerandwealth;feenis short for teenage).Reading1 ) FocusSson the photosandaskthemto discuss(theyarealtthequestionswitha partner.Getfeedbackweatthyteenagers).1O > Ssdiscussthe questionsin pairsor smatlgroups.Getfeedbackfromthewholeclass.Speaking1 1 ) PuttheSsin pairs(AandB) andtellthemto lookthattheyareat theiob advertson pager3r.
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