Total English pre-intermediate Teacher's Resour (776372), страница 20
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Eachonetetlstheirstorywhiletheotherlistens.TetttheSstheyareresponsiblefor explainingnewvocabularyto theirpartnereitherby givinga definitionor pointingto thethingin thepictures(discouragetranslatingintothe mothertongue).14 ) Sswritetheirarticleusingthe Howto ... boxasreference.OPTIONALVARIATIONSsworkin smallgroupsto inventa ,disastrouscrime,story.Tetlthemthey mustthinkof thingsthat couldpossiblego wrongfor a crimina[.GiveSs sometimeto prepareit andthenhaveeachgrouptettthe restofthe classthe story.Finally,Ss write up their story.InthislessonSstatkandreadabouthowto negotiatebeforerole-ptayinga situationof negotiationthemselves.1 ) Readthroughtheexamplesgivenof negotiationsituationsandasktheSsif theyeverfindthemselvesinthesesituations.) Nowtell Ssto brainstormothersituationsin whichtheynegotiate.Getfeedbackfromthewholeclass.) FocusSson the picturesandaskthemto imaginewhatis happeningandwhatthepeoptemightbesaying.GetseveralSsto sharetheirideas.2 ) Ssdiscussthequestionin pairs.3 ) FocusSson thefive-stepplan.Te[themnegotiationto readthroughit andundertineanythingtheydon'tunderstand.Gothroughproblemsof comprehensionwiththewholeclass.) Ssdiscussin pairswhethertheyagreewithail thepointsor notandif theyhaveanythingto add.Getfeedbackfromthewholeclass.4 > TetltheSsthattheyaregoingto listento a fatherandhisdaughternegotiating.AsktheSswhattheythinkit mightbeabout.> Readthroughthequestionswiththewholeclassandplayrecordingtheanswers9.6.AtlowSsto discusswithapartnerbeforecheckingwiththewholeclass.5 ) Dividethe classintotwogroups,A andB.SsA tool<at pagep6 andSsB tookat pagerz8.
GiveSstimetoreadthroughtheinformationwitha partnerfromthesamegroupanddiscusshowtheyaregoingto approachthe'negotiation'.6a ) TwoSsA andtwo SsB worktogetherto actoutthenegotiationprocess.Givethema timitedtime(e.g.,tenminutes)andtellthemto stop.b > Ssworkouttheirscoresto seewhohas,won,.1>Answers:r cante[[ z couldn'ttal<e 3 canyouhelp 4 couldstand 5 won'tbe abletoptay 5 couldn'tsleep 7 won'tbe abteto finish2>Answers:r Canshereadmusic? z Couldyouseethesea? 3 Howmuchcanheafford(tospend)? 4 Whenwitlhe beableto walkagain?S Whatcanit do? 6 Whenwitthe beabletostart? 7 Howmanylanguagescouldshespeak?3>Answers:r This letter was posted last Friday.z The animalswere givensomefood. 3 Theywere invitedto Rau[and Sharon'swedding.
4 A11the ftightswerecancelledbecauseof theweather. 5 Thischairwas madein ltaly in thesixteenthcentury. 6 We werewarnedto stayi n d o o r su n t i l m o r n i n g . 7 A l o t o f m o n e ya n djewellerywerestolenfrom their house.4>Answers:r Morethanfifty peoplewerearrestedby the potice.
z Thestorewasopenedat exactly9a.m. 3 | waspaida lot of moneyto do thejob.4 Weweren'tmetat theairport. 5 Everybodywasrescuedfromtheshio. 6 Alttheclassroomsyesterday.werecleaned5>Answers:r interviewee z qualifications3 correct 4 correct 5 receptionist6>Answers:r appty z iury 3 employee4 complaint 5 favour 6 company7 appointmentCEF Referencesquestionsto simplejob interview9.r Cando: respondCEFBr descriptor:cantakesomeinitiativesin an(e.9.to bringup a newsubject)interview/consultationbut is verydependenton the interviewerin the interaction(CEFpage8z)9.2Cando:talkaboutyourabilitiesCEFBr descriptor:canenterunpreparedintoconversationsonfamiliarpage76)topics(CEF9.3Cando:writea shortarticleCEFBr descriptor:canwritestraightforwardconnectedtextsona rangeof familiarsubjectswithinhisfieldof interest,bytinkinga seriesof shorterdiscreteelementsin to a linear(CEFsequencepage5r)CEF quick briefO n eo f t h e k e y i d e a sw i t h i nt h e C o m m o nE u r o p e a nFrameworl<is that learninga languageis a lifelongtasl<;it requires'lifelonglearning'sl<ills.Lil<eall skills,we can improvehow we learnand one of the teacher'sresponsibilitiesis to show studentshow to do this.
TheLifelonglearningboxesin TotatEnglishoffer help in thistask and showingstudentshow to usetheir Portfolioisanotherway that teacherscan hetp.Portfolio taskDownloadthe TotolEnglishPortfoliofreefromwww.Iongman.com/totalenglish.Oblective:to introducetearnersto the 'Dossier'sectionoftheirPortfolio.Thistasl<canbedonein Ss'Lr.TheDossiersectionof the PortfolioallowsSsto recordandstoreexamplesof goodworkin Englishto showotherpeople.lt canincludeanythingfromstoriesto recordedinterviewsto videos.1 ) ExptainthepurposeoftheDossiersectionofthePortfolioto Ss.2 ) AskSsto lookbackat theirworkoverthe lastfewmonthsandchooseoneor two piecesof worl<whichthevfeelproudof.3 ) AskSsto comparetheworl<in groupsandexplainwhytheyfeelproud.4 ) Asl<5s to recorddetailsof theworkretevantsectionof theirDossierandstoretheworkseparatetyin a Dossierfotder.lf necessary,learnersmighttiketo redothework,correctingmistakesfromtheoriginalversion.OverviewgenerallyQ:Whatis witdtife?Witdtiferefersto animalsthatlivein thewildasopposedto domesticatedanimalsor pets.Q: Doyou haveanypets?Didyou haveany petswhenyouwereyounger?Wouldyou like to havea pet?Whatkind?Q:Whatwitd animalscanyouthink of? Haveyoueverseenanyof theseanimals?Doyoueverwatchdocumentariesaboutwild animals?Whatkind?1a) Sslookat thephotosandnametheanimalstheycanseewitha partner.GetfeedbackfromvariousSs.Summaryb > In pairs,5s dividethe animalsintofourgroups.TellSsthatsomewordscango intomorethanonegroup.Lessonr: Ss reada textaboutchildrenwhowereraisedbya n i m a l as n dd i s c u stsh e m e a n i n og f t h e p h r a s a l v e r bt hsa tareused.Thentheylistento a womantatkingaboutherchitdhoodandthe peoplewho influencedher.Lessonz: Sstalk aboutthe advantagesanddisadvantagesof zoosandreadan Internetbutletinboardwherepeopreexpresstheirpointsof viewwith regardto this issue.c > Ssaddtwo moreexamplesto eachtist.Getfeedbackfromthewholeclassandwritetheextraanimalson theboard.Lesson3: Ss identifydifferentanimalnoisesandthenreaoabouta TVprogrammedesignedto be watchedby pets.Thentheytistento a radioprogrammeaboutpetTV.2a> Ssworkin pairsto completethesentences.Tetlthemto thinkabouttheanimals'behaviourandthemeaningof the expressionsin theirownnative[anguagein orderto makeeducatedguesses.GetfeedbackfromvariousSs.CommunicationFocus:Ss readaboutthe WorldWitdtifeFund,the MonkeySanctuaryandthe RoyalSocietyfor thePreventionof Crueltyto Animalsandthendiscusswhattheyw o u l dd o i f t h e yh a df 1 , o o ot o s p e n do n h e t p i n agnimats.Film bank Wolves(3'o7")A documentaryaboutwotvesandour fearofthemFromfairytalesto horrorfilms,we are expectedtobe afraidof wolves.But what arewolvesrealtylikeandshouldwe reallybe afraidof them?Thisfitmexploresthe topicthroughcartoons,fi[mtrailersanddocumentaryfootage.placesto usethis shortfi[mare:Possible) afterLessonr to extendthe topicof therelationshipbetweenmanandanimals) beforeLessonz to introducethe topicof freedomandcaptivityfor animals) 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 ca n dlanguageForwaysto usethis shortfilm in class,seeStudents'Bookpaget4z andTeacher'sBookpager8z.b > 5s try to find similarexpressionsin their ownlanguage.ln multilingualclasses,try to groupstudentswith the samemothertonguetogether.) lf you rrvantto give Ss extra practicewith theseexpressions,havethem work in groupsto makesentencesusingthe expressionsin a definitecontext,e.g.,lf I goto Englandand get a job, I can make some money andpractise English, ond kill two birds with one stone.EXTENDTHE LEAD-INPlay'Guessmy animal'.Thinkof an animalandte[[the Ss that theyhaveto guesswhatit is by askingquestionswithyeslnoanswers.Givethe Ss a minuteto thinl<of somequestionsin pairsbeforeyou begine.g.,ls it big? ls it brown?ls it wild? Doesit live inforestsTls it from Africa?Doesit eat fruit?Nowhavethe Ss ptaythe gamein smallgroups.OPTIONALEXTENSIONTherehavebeenfortywell-documentedcasesof 'feral'children(childrenraisedby animalsin the wild)in the lastfew hundredyears.Mostof thesechildrenwereeitherlostortakenby animalswhentheywereontya few monthsold andh a v eg r o w nu p l e a r n i ntgh e b e h a v i o uarn dc u s t o m osfthea n i m atlh a th a sa d o p t e dt h e m T.
h e s ea n i m a tisn c l u d ewolves,monkeysandevenan ostrich.Theauthenticityofthesestories,however,hasyet to be proved.I n t h i sl e s s o n5 s r e a da b o u tR o m u l uasn dR e m u as n dt h ewolf girls,KamalaandAmata.ThroughthiscontexttheylearnvariousphrasaIverbs.OPTIONALWARMERWrite:raisinga child on the boardand elicit/teachthe meaning.Ask:Q: Whatarethe mostimportantthingsyou haveto think aboutwhenyou are raisinga chitd?Ss discussin pairs.Getfeedbackfromthewholeclass.Reading1 ) FocusSson the photosandtettthemto discussthequestionin pairs.EncourageSsto tall<abouta[[thethingstheyknowin relationto eachphoto.Getfeedbackfromthewholegroup.lfyou haveaccessto the Internet,5s canlookat:www.feralchildren.com.Theycanmakenoteson asimilarstoryandthentell the restof the class.\Iocabulary) AskSsto brainstormanyphrasalverbstheyknowalready(lf Ssstruggteto do thisyoucouldreferthembacl<to thephrasalverbsin lessons5.2,8.tand8.2.Getfeedbacl<,writingthe phrasalverbson the boardandeticitingexamplesof howtheycouldbe used.5 ) 5s workin pairsto matchthe underlinedphrasatverbsin thetextwiththedefinitions.Teltthemto writetheinfinitiveformofthe phrasaIverb,as in thetexttheyareinthe Past.Checktheanswerswiththewholeclass.6 ) Ssworkin pairsto completethesentences.Tetlthemto payspecialattentionto theformof theverb.Checl<theanswerswiththewholeclass.7a> Sscompletethequestionsin pairs.Tettthemtopayattentionto theformof theverb.b > eLayrecordingro.randSschecktheiranswers.Answers: r Wheredid you grotiyyou up? 3 As a chiid,who,b,(were ill? 4 As a strjlq,2 ) Ss readquicklythroughthe text and answerthequestion.Checkwith the whole class(fourchildrenarementioned).3 ) Readthroughthe questionswith the whole classand then tetl the Ss to readthe text againand answerthequestionswith a partner.Pronunciation8a) Rtayrecordingro.ragainandSsunderlinethewordsthatarestressed.Atlowthemto checl<withapartnerandtheneticittheanswers.Pointoutthatwithphrasalverbswe usuallystressthe particleandnotthemainverb.b ) Ssaskandanswerthequestionsin pairs.Encouragethemto askfollow-upquestionswhereappropriate.Goaroundtheclassmonitoringtheirconversations.Getfeedbacl<fromseveralSs.4 ) Ssworkin pairsor smallgroupsto discussthequestions.Getfeedbacl<fromthewholeclass.Lifelonglearning) Readthroughthe noteswith the ctass.ln pairs,Sstalk about what they norma[[ydo and the advantagesanddisadvantagesof eachapproach.Getfeedbackfrom Ssand discussthe differentoossibilities.> Teltthe good ideato havea sma[[vocabularvnotebookw h i c ht h e yc a nc a r r ya r o u n dw i t h t h e m .I n t h i s w a y t h e ycan makethe most of free momentsto havea lool<at itand test their memories.OPTIONALEXTENSIONTopractisesomeofthe methodssuggested,askSsto choosetwo or threewordsfromthe coursebookwhichtheyhavelearnt.In pairs,theywritea definitiono f o n eo f t h ew o r d s u, s ea n o t h eirn a n e x a m p l aeno,in monolingualclasses,translatethe other.AskvariousSsto readout theirdefinitionsandtheotherSs guessthe word.Askother5s to readouttheirexamplesentencesandthe otherSs mustsavwhatthe wordmeans.If you haveusedtranslation,get some5s to readout theirwordin the mothertongueandthe otherSssaythe wordin Engtish.Listening and speaking9a) Playrecordingro.zandSslistento thewomananosaywhichtwo peoplemostinfluenced(herherchildhoodmotherandgrandmother).b ) Readthroughthestatementswiththewholeclassandptayrecordingro.zagain.Ssdecidewhichstatementis false.A[[owthemto comparewitha partnerbeforeeticitingtheanswer(number4 is fatseasshesaysthatshedidn'ttaketo herteachersandschoolwasn'teasy).) lf youfeelSscancopewithmorevocabulary,explainthe meaningof takefo (tike)andtetl5s to addit to the tistof phrasalverbsin Ex.5.Youcouldalsotellthemto writean examplesentencewiththisphrasaIverb.C ) FocusSson the Howto ...
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