Total English pre-intermediate Teacher's Resour (776372), страница 22
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boxandreadthroughthedifferentformsof speculating.Sslistento theadvertforcatsandthenspeculateaboutthesoundsin pairs.> Ptayrecordingro.5.Stopaftereachnoiseto atlowSsto talkin pairsandnotedowntheirspeculations.b > tett Ssto lookat the pictureson paget3z andspeculatewitha partnerasto whattheymightbe.Getfeedbackfromthewholeclass.OPTIONALEXTENSIONDividethe classintogroups.Onestudentfromeachgroupis blindfolded.Other5s in the groupmakenoisesso that the studentcanspeculatewhatit ise.g.,slammingthe door, stampingtheir feetExtendthisto othersensese.g.,smellandtouch.Blindfotded5s feelor sme[]differentthingsandguesswhattheyare.As preparation,tell 5s to bringin fooditems[ikecrispsor spices,or do this yourself.2a) Bs36throughthesituationwiththewholeclassandtetlSsto thinkfora minuteaboutwhattheywoulddowiththef1,oooandwhy.b > putSsin groupsof fourandSsdiscusstheirideasanddrawup a [istof thingstheycoutdspendtheirmoneyon.Finally,theymakea decisionabouthowto spendthemoney.3 ) Eachgroupchoosesa spokespersonwhopresentstheirideasto the restof theclass.A n s w e r s : r ( -2) ( - ) 3 ( - ) 4 a6(-) 7an5C)CEF References2>A n s w e r s : r a l a l t hz ea6 (-) 7 the3the 4C) Sthe3>A n s w e r s : r m u cz ha l o t 3 p i e c e 4 s o m e5 tittte 6 many 7 a lot of4>Answers:rfewzof3many 4a5piece5>A n s w e r s : r o zn t o l w i t h6 about T to 8 to4on 5for6>A n s w e r s : r d e p e n2dusp 3 r a t 4 a f t e r5 cat 6 up 7 fish 8 mouse 9 up 10 grewro.r Cando:talkaboutpeoplewhoinfluencedyouCEFBr descriptor:canconveyinformationandideasonabstractaswellasconcretetopics,checkinformationandaskaboutor explainproblemsprecisionwithreasonabte(CEFpage83)ro.z Cando:writea shortcontributionfor a bulletinboardCEFBr descriptor:canproducecontinuouswritingwhichis generallyintettigibte(CEFthroughoutpageu8)ro.3Cando:speculateaboutsoundsandpicturesCEFBr descriptor:canexplainwhysomethingis aproblem,discusswhatto do next,compareandcontrast(CEFpage79)alternativesCEF quick briefTheCommonEuropeanFrameworl<suggeststhatlearnersneedmorethanlanguageknowledgeto communicatesuccessfullyin a language.Theyalsoneed,communicativecompetences'whichempowerthe learnerto actuatlyusetheirknowledge.TheHowto ...boxesin TotalEngtisharedesignedto developcommunicativecompetences.Portfolio taskDownloadthe TotolEnglishPortfoliofreefromwww.longman.com/totoleng Iish.Objective:to reinforcestudentautonomyin updatingthePortfolio.Thistaskcanbedonein Ss'Lr.1 ) Forhomework,askSsto updatethe passportsectionof theirPortfolio.Theymight[iketo reassesstheirabilitiesin thedifferentskitlsareasor addto theirlistof tanguagelearningandinterculturalexperiences.2 ) AskSsto bringtheirPassportsectionsin andshowthemto otherSs.OverviewSummaryLessonr: Ssdiscusswhatprobtemsyou canhavewith travetcompanionsand readan extractfroma diary,in whichLucycomplainsabouthertravelcompanion,Andy.Thentheylistento a conversationin whichLucyteltsAndythatshedoesn,twantto travelwith himanymore.Lessonz: Sscompletesentencesaboutcustomsin differentcountries.ThenhalftheSs reada text offeringadvicetobusinesstravetlerson givinggiftsto peoptefromdifferentculturesandthe otherhatfreada textaboutculturaldifferencesin formsofaddress,personalspaceandphysicatgreetings.) fntroduceSsto thetopicof travet.Writetravelon theboardandask:Q: Howoftendo youtravel?e: Wheredoyou usuallytravelto?Q:Whattypesof transportdo you usuattytake?lf Ssonlyanswerwithregardto theirholidaysasl<:e: Whattypeoftransportdo you usein the city?Q: Doyou like travelting?EncourageSsto answerwithregardto bothhotidaysandday-to-daytravelling.Qt lf trovelis a verb,whatis the nounandwho is thepersonwhotravels?Elicitor teachtrip (atthoughfrayelcansometimesbe usedasa noune.g.,on my travelsorasa collectivenoun,it isn'tcommonandit'sbettertoconcentrateon trip at this leve[).Thepersonis traveller.1 ) Ssworkin pairsto findthewordsin thewordsearch.Checl<theyunderstandthe meaningof acrossanddown.Getfeedbackfromthewholegroup,havingindividuatsspronouncethewords.) Pointoutthedifferencebetweena motorbikeandamoped(a mopedis smallandhasa low-poweredenginewhereasa motorbikeis biggerandhasa high-poweredengine)andcoachandbus(coachis normallybetweencitiesandbuswithina city).2a) Ssmatchthewordsandformsof transportin oairs.>bRtayrecordingrr..randhaveSschecktheiranswers.Lesson3: Ss listento an interviewwith a travelwriterinwhichshetatksaboutherchildhood,howshegot intotravelwritingandthe difficuttiesshefaces.CommunicationFocus:Ss listento fourconversationsabouttravellingon differenttypesoftransport.Thentheyrote-playbuyinga ticketat the trainstation.Fitmbank GiltS wild world (3'r9")A shortfilm aboutthe lifeof a travelwriterGitlWitliamsis the traveleditorfor a Britishnewspaperand makestraveIprogrammesaboutvariousdestinations.Wefind out howshefeelsabouttravellingall the time andwhatplacesshewoutdstittliketo visit.placesto usethisshortfilm are:Possible) beforeLessonto the topicof3 as an introductiontravelwriters)after Lesson3 to extendthe topic of traveIwriters) at the endofthe unitto roundup the topicandlanguageForwaysto usethis shortfitm in ctass,seeStudents'Bookpager43 andTeacher'sBookpager83.3a) Ssworkin pairsto correctthesentences.GetfeedbackfromdifferentSs.b > Ssaskandanswerthequestionsin pairs.Getfeedbacl<fromthewhoteclass.EXTENDTHE LEAD-INWritetrain,coach,car,plone,motorbrkeon the board.TellSsto imaginetheyaregoingto traveIto a placeaboutzoo km away.In smallgroups,Ss ranl<,frommostto least,the fivetypesoftransportaccordingtothe categories:safest,mostcomfortable,cheapest,mostenjoyable.Getfeedbacl<fromthe class.Thenaskwhichtypeof transporttheywouldchoose.GrammarTravetlingis not alwayseasyandit's not surprisingthattravetcompanionsoftengeton eachother'snerves.Somecompanieslikee-travel,nowgiveadviceon choosingatravelcompanion.Theysuggestthat beforeyourtrip youspeakopenlyaboutthe activitiesyou wantto do,the typeofaccommodationpreferred,andthe moneysituationas we[[asconsideringeachother'spersonatitytraits.In this lessonSs reada diaryextractabouta difficulttravelcompanionandthroughthis contextconsiderthe grammarofjust, yet andalready.OPTIONALWARMERIntroducethe topicof hotidaysandtrave[[ingbyasl<ing:Q: Whendid you last go on hotiday?Wheredid you go?Whodid you go with? Doyou prefertotravelwith other peopleor alone?AskSsto brainstormin pairsthe advantagesanddisadvantagesof trave[[ingwith otherpeopte.Getfeedbackandwritethe two listson the board.OPTIONALGRAMMARLEAD-INWritethe followingmixedup sentenceson the board.Ssworkin pairs,with booksclosed,to try to orderthesentences.Checkwith the wholeclassandwritethecorrectsentenceson the board.t just he osleephosfallen (Hehasjust failenasleep).z alreadyAndy me to annoystarted has (Andyhasalreadystartedto annoyme).3 stoppedyet he has talkingnot (he hasnot stoppedtatkingyet).AskSswhattenseis beingused(presentperfect).Underlinethe words1ust,alreadyandyet andtett theSsthat theyaregoingto studythe useofthe presentPerfectwith thesewords.5 ) FocusSson theActivegrammarbox.Tellthemtoreadthroughthegrammarnotesandcompletethe ruleswithiust,yet or already.Checl<withthe wholeclass.Active grammarReading1 ) Ssdiscussthequestionswitha partner.Getfeedback,focusingparticutarlyon questionz.2 ) FocusSs'attentiononthephotoandaskthemwhattheycansee(awomanon hotiday,backpacking).) Ssreadthediaryextractquicktyandsaywhichannoyinghabitsarementioned(hetatksa lot,snoresandcomplains).Tettthemnotto worryaboutanywordstheydon'tunderstandat thisstage.>3Tettthe5s theyaregoingto listento a summaryofptayrecording:.r.2Lucy'sdiarybutwiththreemistakes.andSslisten.Allowthemto comparewitha partnerandthenplaytherecordingagainif necessary.Checktheanswerswiththewholeclass.) Asl<Ssif thereis anyvocabularyin thediaryextractthattheystil[don'tunderstandandencourageotherSstoexplainbeforedoingsoyourself.4a) Sswriteout a diatoguein pairsin whichLucyte[sAndythatshedoesn'twantto travelwithhimanymore.Goaroundtheclassmonitoringandpicl<ingup anymistakes.b ) Sspractisetheirdialogue.Asl<forvolunteersto roleplaytheirdialoguefor the restof the class.C ) Playrecordingu.3.
Aftertheyhavelistened,Sscommenton thedialoguein pairs,sayingin whatwaysitwasdifferentfromtheirs.Getfeedbackfromtheclass.a) Justmeansa shorttime ago.b) Akeadyshowsthat somethinghappenedsoonerthanexpected.c) Yefshowsthatthe speakerexpectedsomethingtohappenbeforenow.) TettSsto lookat Referencepage113.Civethema fewminutesto readthroughthe informationandthenask:Q:Wheredo you usualtyputiasf in the sentence?(betweenhaslhoveandthe pastparticipte)Q:Wheredo you usuatlyplttolreadyin the sentence?(betweenhas/haveandthe pastparticipteor at theendofthesentence)Q:Wheredo you usualtyputyet in the sentence?(attheWlthwhattypeofsentencesdoweusuallyyet?use9nd)(negativeandinterrogative)) lf Ssarehavingproblemswiththesestructures,givethemmoreexamplese.g.,WehovejustcompletedtheActivegrammarbox; Wehavealreadystudiedunits t-to;Wehoven'tfinishedthecoursebookyet.6 ) Ss writejust, yet or alreadyin the correctplaceinpairs.Checktheanswerswiththewholeclass.Pronunciation7a > AskSsto pronounceyet andir.rsfin pairs.plavrecordingn.4 andSscheckthepronunciation.b > Sspractisesayingthesentenceswitha partner.Goaroundtheclasscheckingpronunciationastheydo this.8 ) Ssturnto page132.Focusthemon thewordsin theboxandchecktheyunderstandall thewords.In pairs,theymakesentencesusingiusfandyet andthewordsinthebox.Getfeedbacl<fromthewholeclass.Vocabulary9a) Focuson the photos.Sssaywhattypeof hotidaytheycanseein pairs.Getfeedbackfromtheclass.SuccessfuIcommunicationbetweenpeoplefromdifferentculturesdependsin part,on an interculturalunderstandingofcustomsandwaysof behaving.Failureto comprehendfactorssuchas customswhengreetinga stranger,hospitatityorcertainformsof body[anguagecancausegraveproblemsandembarrassment.In this lessonSs readsomeadvicefor businesstravellersandthroughthis contextconsiderthe grammarof verbswith twoobiects.OPTIONALWARMEROPTIONALEXTENSIONIn pairs,Ssthinl<of a placetheywouldrecommendforeachtypeof hotiday,givingreasonsfor theirchoice.b > Ssmatchtheopposites.Checktheanswerswiththewholeclass.Writeinterculturaldifferenceson the boardand eticit/teachthe meaning(thedifferencesbetweendifferentculturesin waysof behavingandcustoms).In sma[[groups,Ss brainstormsomeinterculturaldifferencesthat they havenoticedbetweentheirowncultureandotherculturese.g.,whentravetling.Getfeedbackfromthe wholeclass.Vocabulary1O ) PutSs in pairs.Tellone of the two to closetheirb o o k sw h i l et h e o t h e rt e s t st h e m o n t h r e eo r f o u r o f t h enew expressions.Ss then changeroles.1 1 ) Focuson the Howto ...
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