Total English pre-intermediate Teacher's Resour (776372), страница 21
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boxandreadthroughthenotes.Playrecordingro.zagainandSscountthetimestheyheareachphrase.Forsomeyearsnowtherehasbeena growingdebateaboutthe advantagesanddisadvantagesof keepinganimalsinzoos.Thosewho favourzoosarguethat animalsthat areindangerof extinctioncanbe bredin zoosthuspreservingthespecies.Moreover,mostzoosnowtreatanimalsmuchbetterthanin the pastandarea formof bothentertainmentandeducationT .h o s ea g a i n szt o o sm a i n t a itnh a tk e e p i n agnimalsin captivityis cruelandshowsa lackof respectfor botha n i m a l as n dt h ee n v i r o n m e n t .In this lesson5s readsomeargumentsfor andagainstzoosandthroughthis context,lookat the grammarof countablea n du n c o u n t a bnl eo u n s .OPTIONALWARMERWritefor or against?on the boardand elicit/teachthe meaning.Tettthe 5s that you aregoingto saya numberof sentencesandthosewho arefor muststandup andthosewho areagainststaysittingdown.Readout the fol[owingsentencesandelicitreasonsfor andagainstfromthosewho standup andfromthosewho remainsittingdown.Theteachershould give more homework.lt'sfantosticto havea pet.
Youshould nevereat fastfood. Peopleshouldn't be allowed to drive their carsin city centres.Weshould havelonger holidays.Tettthe 5s that the nextlessonis aboutargumentsforandagainstzoos.Reading1a > Ss work in pairsto mal<ea list of advantagesanddisadvantagesof zoos.b ) E a c hp a i rj o i n sw i t h a n o t h e rp a i rt o c o m p a r et h e i rideas.Getfeedbackfrom the whole class,writingtwocolumnsentitled advantagesand disadvanfoges)on theboard.) Explainto theSsthatthesephrasesareverycommonin normalconversationandhetptheftowandfluencvofwhatis beingsaid.1O > Sstalkaboutthequestionin pairs.Goaroundtheclassmonitoringtheirconversationsandmakinga noteofanymistakesSsmal<e.) Whentheyhavefinished,writethe mistakeson theboard.Ask5s to try to correctthem.OPTIONALVARIATIONReferSsto the tapescriptof recording10.2on pager58 andaskthemto writesomethingsimilaraboutthemselves.Tellthemto includethe expressionsfromthe Howto ... box.Makesure5s realisethat thisis not normalin writing,buttheyaredoingthistopreparefor speaking.Fina[ty,havethemreadtheirpiecesof writingin pairs,usingthe appropriatephrases.conversationaI) F o c u st h e S s o n t h e p h o t o sa n d a s kt h e m :Q: What can you see in the photos? Doeseach photocontributeto the argumentsfor or against zoos?2 ) Ss quicklyreadthe buttetinboardand say if eachpersonis for or againstzoos.Checkwith the wholeclass.3 ) Readthroughthequestionswiththewholeclass.Ssworkin pairsto readthe messagesagainandanswerthequestions.) AskSsif thereis anyvocabularyin the messagesthatSsdon'tunderstandandencourageotherSsto explainbeforedoingsoyoursetf.4 ) Ssdiscussthequestionin pairs.Getfeedbackfromthewholectass.GrarnmarOPTIONALGRAMMARLEAD-INWritethe followingsentenceson the board.In pairs,Ssto findtwo mistakesin eachoneandcorrectthem.Muchzoos is in a very bad condition.My moneysare in my pocket.Eticitthe correctionsandask:(countabte)Q: ls zoo countableor uncountable?Explainthat this is why the verbmustbe pluralanomuchhasto be replacedby many.(uncountable)Qzls moneycountableor uncountable?Explainthat this iswhy moneycan'tbe pluralandtheverbmustbe singular.5a)Ss readthe sentencesand answerthe questionwith a partner.Checl<with the whole class(animalsiscountableand informatronis uncountabte).b ) FocusSs on the wordsin the box and the Activegrammarnotes.Ss work in pairsto put the wordsinto thecorrectcolumn.Drawtwo columnsheadedcountableanduncountableon the board.Elicitwordsto completethem.OPTIONALEXTENSIONWritethe followingthingson the board:pollution;sportsfacilities;good clubs;good foodi cinemasiviolence;hot weather;job opportunities.In sma[[groups,Sstatkaboutthesefactorsandsayhowmuchor how litttethereis/arein the towntheyarein at themoment.Goaroundmonitoringthe useof countable/get feedbacl<.uncountablestructures.FinattyWriting8 > Ss readthroughthe examplesentencesand choosethe correctalternative.Checkwith the wholeclass(althoughis foilowed by a clause).Explainthat althoughis usedto contrasttwo opposingideas.lf Ss are findingthis difficuttgivethem an extraexamplee.9.,Althoughshe didn't studyshe passedthe exam.Ask Ss to rewritethe sentenceputtingalthoughin the middte.9 ) Ss write sentenceswith olthoughin pairs.Go aroundthe classmonitoringtheir work as they do this.
Checl<theanswerswith the wholeclass.Active grammarjob,chequecountable:holiday,newspaper,uncountable:trave[,furniture,work,news,advice,money) Drawa thirdcotumnontheboardwiththeheadingboth.Exptainthatsomewordscanbe eithercountableoruncountable.Writecoffee,glassandhairon the board.) Givetwoexamplesentenceswithhairto demonstratethedifferencee.g.,There'sa hairin mysoup;She'sgotredhair.In pairs,Sstry to writetwoexamplesentenceswhichdemonstratethedistinctionforglassandcoffee.Getfeedbackfromthewholeglass.) Referthe5s to Referencepage1o3andreadthroughthetistof uncountabtenounswiththewholeclass.) GiveSstimeto readthroughthe restof thegrammarquestions:rulesandthenaskthefollowingQ: Dowe usea/an with countableor uncountablenouns?(countable)Q: Dowe usemuchwith countableoruncountablenouns?(uncountable)Q: Dowe usea bit ofwith countableor uncountablenouns?(uncountable)Q:Whatdo we usuallyusein affirmativectauses?(some)Q:Whatdo we usuallyusein negativeand interrogativeclauses?(any)QtWhencanwe usesomein questions?(whenwe expectthe personto sayyes).6 ) 5s workin pairsto choosethecorrectalternative.ElicitanswersfromvariousSs.1Oa> Ssreadthe buttetinboardin theWritingbanl<onpager48 anddo the exercises.Checkwiththe class.b > tn pairs,5s havean imaginary'online'discussion(onA 4 p a p e r )t i k et h e o n e i n E x .z b y w r i t i n gt h e i ro p i n i o n sa b o u to n e o f t h e t o p i c s .c ) Ss exchangepaperswith anotherpairwho havewrittenabout a differenttopic.The Ss then respondt o t h e a r g u m e n tw, r i t i n gt h e i ro p i n i o n sP.
a p e r sc a nb eexchangedseveraItimes.OPTIONALVARIATION7 ) Ssworkin oairsto correctthe mistal<es.Dividethe classintotwo groups,A and B. Ss in groupA thinl<of argumentsfor the topicsin Ex.r.ob.5s ingroupB thinkof argumentsagainst.Thenput two 5sfromA with two fromB andtheyhavea groupdebate.Alternativety,havea wholectassdebate.In the end,5s votefor or against,expressingtheirrealopinion.VocabularyTheBBC(BritishBroadcastingCorporation)believesit hasadutyto serveminorityaudiencesandin zoo4introducedthen e wc o n c e pot f ' p e tT V ' .' T h es o u n do f r u n n i n wg a t e rm i g h tattractyourfishto the screen,andthe sightof fishswimmingarounda tanl<mightattractyourcat'(BBC).ln this lessonSs readandtistenaboutpef f/and throughthiscontext,theyanalysethe grammarof the definitearticle.OPTIONALWARMERWritelllon the boardandaskSs to brainstormdifferenttypesof TV programmese.g.,documentaries,news,films, soop operas,chat shows,situationcomedy, quizzes,sports,cortoons.Getfeedbackfromthe classandwritethe wordsonthe board.Nowask:Q: Whattype of peopledo you think normattylikeeachtype of programme?Ss tail<with their partnerandthensharetheirideaswith the restofthe class.Q: Doyou think petswould tike any of theseprogrammes?Elicitstudentresponse.TettSsthatthe nextlessonis aboutpetTV.5 ) Ss matchthe beginningsandendingsofthe sentencesin pairs.Checl<the answerswith the wholegroup.dependentprepositionsto connectthemto theobject.Pointoutthattheprepositionsdo notchangethemeaningoftheverbas happenswithphrasalverbs.6a) Sscompletethequestionswitha prepositioninpairs.Checkwiththewholeclass.b > Ssaskandanswerthequestionsin pairs.Goaroundtheclassmal<inga noteof the mostimportantmistakesthattheymal<eastheydo this.Whentheyhavefinishedtheexercise,tall<aboutthesemistal<es,encouragingSstoself-correctfirst.OPTIONALEXTENSIONSs chooseoneof the verb+ prepositioncombinationsandwriteanotherquestionwhichtheywoutdbe abreto asl<otherSs in the class.Ssstandup andmingle,asl<ingandansweringeachother'squestions.Finalty,Ss reportbackon whatthev havefoundout.Reading and listening1 ) FocusSsonthepictureandtettthemto answerthequestionsin pairs,givingreasonsfor theiranswers.Getfeedbackfromthewholeclass.2 ) Ssreadthroughthetextandanswerasmanyasthequestionsastheycanin pairs.Mal<esuretheyunderstandthattheywitl notbeabteto answeraltthequestions.Checktheanswerswiththewholegroup.GrammarOPTIONALGRAMMARLEAD-INWritethe fottowingsentenceson the boardandasr<Ssto copythem,puttingfhewherenecessary.t Samis tallestperson in class.
z I like dogs a lot.3 Westoyedat a hotel when ! was on holiday.Hotelwos very expensivebut it wasn't very nice. 4 Whatwas weatherIike yesterday?Ss comparewith a partner.Checkthe answers.r Samis fhetallestpersonin the class. z Correct.3 lhe hotelwasveryexpensive... 4 Whatwasfheweathertikeyesterday?3a) FocusSsbackon thelist in Ex.r. playrecordingro.3andasl<themto listenandticktheonesthevnear.b > etayrecordingro.3againandSsanswerthe restofthequestionsfromEx.z.
Mal<esuretheyknowthattheyonlyhaveto answerquestions3, 5 and6. Attowthemtocomparewitha partnerandthengetfeedbacl<.7 ) Ss matchthe examplesto the rules.Checkwith thewholeclass.Activegrammara 24 ) 5s discussthe questionsin pairs.Getfeedbacl<fromt h e w h o l ec l a s s .b 3c !) ReferSs to Referencepagero3 and teI them to readthroughthe notesfor this grammarpoint.Tettthem tot h i n l <a b o u tt h e i rm o t h e rt o n g u ea s t h e y d o t h i s a n dcomparethe Engtishuse of fhe with their own language.(Sswith the samemothertonguecan do this in pairs.)) Getfeedbackfrom the Ss aboutthe pointswhich differin Englishfrom the rulesin their own [anguage.TettSs tomal<ea menta[noteof these pointsin particular.8a)S s c o m p l e t et h e s e n t e n c eisn p a i r s .b > Rtayrecording:.o.4.Ss tistenand checl<theiranSwers.> Ask the Ss what they noticeaboutthe pronunciationoffhe.
ln a[[ of thesesentencesfhe is pronounced/de/and itis not stressed.Pointout that fhe is pronounced/dir/if itcomesbeforea vowel e.g., the apple.G > Ptayrecordingro.4 again,pausingat the end ofeachsentencewhile Ss repeat.Thentel[ them to practisesayingthe sentencesin pairs.In this lessonSs readinformationaboutvariouscharitiesthat areinvolvedin protectinganimals.Theyatsoptanacontributionto this movementof theirown.Wrileqnimalsin dangerontheboardandaskSsto talkinpairsaboutwhatthingspeopledoto helpanimatsin danger.Getfeedbackfromthewholeclass.1 ) ReadthroughthequestionswiththewholectassandputSsin pairsto readthe informationandanswerthequestions.Checktogether.9a)Bs36the examplesentenceswith the whole classand put Ss in pairsto find and correctthe mistakes.Checkthe answerstogether.) AsktheSsif thereareanywordstheydon'tunderstandandencourageotherSsto explainbeforedoingso yourself.b > Ssaskandanswerthequestionsin pairs.Goaroundtheclassmonitoringgettheirconversations.Finatty,feedbackfromthewholeclass.OPTIONALEXTENSIONAsk5s to worl<in pairsto writethreemorequestionsas in Ex.r aboutthe charityinformation.Ssthenswapquestionswith anotherpairandanswerthem.Speaking1Oa> Focuson the Howto ...
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