Total English pre-intermediate Teacher's Resour (776372), страница 23
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box and readthroughthenoteswith the Ss.TetlSs that they are goingto describeareallygoodhotidaythey havehad.Givethem a few minutesto planwhat they are goingto say and makenotes.1 ) FocusSson the photosandtellthemto discusswitha partnerwhattheycansee,usingthewordsin the box.Getfeedbacl<fromthewholectassandasl<themin whichculturestheythinkthisbehaviouris common.2a )' Sscompletethesentencesin pairswiththewordsin the box.b > etayrecordingu.6 andSslistenandchecl<theiranswers.) S s t e t te a c ho t h e ra b o u tt h e i rh o t i d a y si n p a i r s .Monitorconversationsand note errors.Fina[[y,write theerrorson the boardand encourageSs to self-correct.Speaking and writingLZA> Playrecordingu.5.
Sslistenandwritethequestionstheyhear.Altowthemto comparewitha partnerandptaytherecordingagainif necessary.b > Sswritetwo morequestionsin pairs.partners13a> Sschangeandaskandanswertheirquestions,mal<inga noteof eachother'sanswers.Aftera fewminutes,te[[Ssto stop,changepartnersagainandrepeattheexercise.Dothisa numberof times.)bEventuatlySsgo bacl<to theiroriginatpartnerandte[[eachotherwhois the besttravelcompanionfor themandwhy.Getfeedbacl<fromvariousSs.c ) Sswriteaboutthattravelcompanion.Lifelonglearning) ReadthroughthesuggestionwiththewholeclassandaskhowmanySsnormal[ydo this.In pairs,Ssthinkofthreeor fourpairsof opposites.Theythentestother5s inthe classbysayingonewordandelicitingtheopposite.c> Ssdiscussthe question.Getfeedbackfromthewholeclass.Reading3 ) DividetheclassintotwogroupsA andB.As lookatthetexton pagero8 andBslookat thetexton page129.) Ssreadthroughthetextquicktyto seewhichof thethingsin Ex.z arementioned.Tel[themnotto worryaboutanyvocabularytheydon'tunderstandat thisstage.Getfeedbacl<.4a) Ask5s to readthetextagainin pairsandto mal<eanoteaboutthesignificanceofthe thingstistedin the box.Tetlthemto helpeachotherwithanydifficultvocabularyor to askyou.b > PairstudentAsandBs.StudentA asksstudentBabouttheirtext.EncourageSsto answerthequestionsusingtheirownwordsratherthanreadingfromthetext.C) Fo[lowingthesameprocedurestudentB asksstudentA abouthis/hertext.> TetlSsto closetheirbooksandchecl<theanswerswiththewholeclass.Activegrammart lt is politeto bringyourhostflowers.z lt is politeto bringflowersfo yourhost.) AsktheSs:Q:Whichstructureis morecommonin Engtish?(numberr)) 5s shouldfeelquitecomfortablewiththisstructure,butif notreferthemto Referencepage113andgo throughsomemoreexampleswiththewholeclass.7a ) Sscorrectthe mistakesin pairs.b > Rtayrecordingn].
Sslistenandchecktheiranswers.5 > tettSsto answerthefirstquestionwitha partnerandgetfeedbacl<fromtheclass.(Thisis a traditionalEnglishsayingwhichmeansthatwhenwearein adifferentcountry/regionwe shouldadoptthe habitsandcustomsof the localpeopte).) NowaskSsto discussthesecondquestionandgetfeedback.Thisneedsto be handledwithsomesensitivityso don'tprolongthediscussionif someSsareliketvto beoffendedbytheopinionsofothers.OPTIONALEXTENSIONIn pairs,Sswritea humorousmini-diatoguewhichdemonstratesa culturalmisunderstanding.Thedialogueshouldbe betweenpeopteof differentnationalitiesin a specificsituation.As theywritethego aroundthe classmonitoringdialoguesSs'work.WhentheyhavefinishedSs actout the situationforother5s.GrammarOPTIONATGRAMMARLEAD-INWritethe fotlowingstemsentenceson the board.rnpairs,discusswaysof completingthem.r Whenyou areinvitedto somebody,shousefor dinnerit's a good idea to take the host/hostess...z Whensomebodyis ill in hospital,you shouldgivethem...3 lf it is your teacher's birthday,you could bringher/him....Getfeedbackfromthe classandcompleteeachsentenceon the boardwith oneexamplee.g.,r a bottleof wine.
2 grapes.: a big present.Undertinethe directandthe indirectobiectin thesecond"part(thehost/abottteofofthe sentencewine;them/grapes;her/him/abig present).In pairs,Ssdiscusswhichoneof the objectsunderlinedin eachsentenceis directandoneis indirect.Checkthe answerswith the wholeclass(in eachcasethe firstobjectis indirectandthe secondis direct).6 ) SsreadthroughtheActivegrammarboxandwritefowherenecessaryin theexamplesentences.Person to person8a) Readthroughtheexamplequestionswiththewholeclass.In pairs,Sswritefivemoresimilarquestionsusingtheverbsat theendof theActivegrammarbox.) AsSswritethe questionsgo aroundthectassmonitoringtheirwork.EncourageSsto self-correctmistakesbeforecorrectingyourself.b ) Reorganisetheclassso thatSsareworkingwithpartner.a differentSsaskandanswereachother'squestions.) Asksomepairsto repeatoneof theirquestions(withanswer)for thewholeclass.OPTIONALVARIATIONInsteadof eachpairwritingfivenewquestions,askindividualSsto writeonequestionusingoneof theverbsfromthe Activegrammarbox.Ssstandup andmingle,askingtheirquestionandgettinganswersfromall theirclassmates.Aftera few minutes,Ss sitdownandreportbackto the wholeclassabouttheanswerstheyhavebeengiven.Speaking9a) Ssspenda fewminutesthinl<ingaboutcustomsintheircountryor in a countrytheyknowweltin relationtothetopicsshownin the box.youcouldgroupSsfromthesamecountrytogether.b ) Readthroughthe notesin the Howto ...
boxwiththeclass.PairSsfromdifferentcountries,if possible.Theytetleachotheraboutthetopicsgivenin Ex.9a usingthegivenin the Howto ... box.structuresIn recentyears,travelwritinghasbecomebig business.Therearedozensof travelmagazinestoandguidebooksdestinationsall overthe wortd.However,atthoughbeingatravelwritermayseemlikea dreamjob,competitionis fierceandmakingmoneyis not easy.In this lessonSs listento a womantatl<ingaboutbeingatravelwriterandthroughthis context,theyanalysethegrammarof the PastPerfectSimple.OPTIONALWARMERAsk Ss: Q: What is your dreamjob? Why wouldyou tike to do this job? Canyou think of anydisadvantagesofthis iob?Ss discussthesequestionswith a partnerget feedbackfromthe wholeclass.Tett5s that the nextlessonis called'A dreamiob?'.Listening) FocusinSsonthepicturesandaskthemto discusspairswhattheythinkeachbookis about.1 ) Ssdiscussfromthe questionin pairs.Getfeedbackthewholeclass.AsktheSswhichof thethreetravelbooksil[ustratedtheywouldmost[iketo read.2a > TetttheSstheyaregoingto listento an interviewwitha travelwriter.Givethemtimeto readthroughthetopics.Checktheyunderstandwhattheyhaveto do.) Ptayrecordingn.8 andSsticktheytopicstheyhear.Getfeedbackfromthewhoteclass.) Writethe interviewer'squestionWhatwasyourfirstbreakas a travelwritei?on the board.Elicit/teachthemeaningof breakin thiscontext(importantopportunity).| ) In pairs,Ss[ool<anddiscusstheat thequestionsanswersfromwhattheyrememberfromlisteningthefirsttimeto the recording.) Playrecordingn.8 again.AttowtheSsto discusstheanswersagainandthengetfeedbacl<.3a) neadthroughthefourpointswiththewholeclassandtelltheSsthattheymustputthemin order.Playrecordingu.9.
SscompareCheckthemtogether.answers.b > RttowSstimeto readthroughthequestionswithapartnerandseeif theyrememberanyof the answers.) Playrecordingu.9. Sscomparein pairstheiranswersbeforeyoucheckwiththewholeclass.) Checl<go for itthat Ss understandthe expression(don'tspendtime worryingaboutwhat might happen,justtry to do it with alt your energy).4 ) Ss discussthe questionswith a partner.Getfeedbackfrom the whole class.GrammarOPTIONALGRAMMARLEAD-INWritethe fotlowingdisorderedsentenceson the board.Ss rewritethemwith the wordsin the correctorder.Peterwhenstarted had classthe arrived.(ThectasshadstartedwhenPeterarrived).I learntby I time had to the reodfour was (Bythe timeI wasfour I hadlearntto read).Getfeedbackandwritethesentenceson the board.Underlinethe PastPerfectSimplein each.AskSs:PastPerfectSimple.Q: Whattenseis this? Eticit/teachWhendoweuseit?AttowtheSsto suggestanswersQ:to thisquestionin orderto seehowmuchtheyknow,but don'texplainyourselfat this point.5a) FocusSson thesentencesu.ro.andplayrecordingAllowSsto comparewhattheyhavewrittenwitha partnerbeforecheckingwiththewholeclass.b ) FocusSs on the Activegrammarbox.Ss readthroughthe notesand choosethe correctalternativein oairs.) A s t h e y d o t h i s ,c o p yt h e t i m e l i n eo n t h e b o a r d .E l i c i tthe correctanswer(before)and demonstrateusingthet i m e l i n e (.
NB : l f t h e s e q u e n c eo f a c t i o n si s c l e a rf r o mt h econtext,it is not necessaryto use the PastPerfectSimplee.g.,I got up and then I went to work).G ) S s l o o ka t t h e t a p e s c r i pot n p a g er 5 9 a n d u n d e r l i n etwo moreexampleswith a partner.Checkthe answerswith the whole class.) TettSs to look at Referencepage113.Givethem a fewm i n u t e st o l o o kt h e n o t e sa n d a s k :Q: Doesthe Past Perfectchangewith the person e.9., he,we or they? (No)Q: When is the Past Perfectcommon?After verbs ofsayingand thinl<ingand after when.Q: How do we form the negative?Eticitboth thecontractedand futl form:hadn't andhad not.Q: How do we form the interrogative?(Had+ subject+PastParticiple.)6 ) Ss choosethe bestalternativein pairs.Checktheanswerswith the whoteclass.7 ) ln pairs,Ssputtheverbsin thecorrecttense.Pronunciation8a) etayrecordingrr.n andSstistento thepronunciationpointoutthatinof hadin context.affirmativesentencestheweakformlhedlisusua[ypronounced.ln negativesandinterrogativesthestrongform lhr,dntlor fita,dlis pronounced.b > Ssrepeatthesentencesin Ex.7in pairs,payingattentionto pronunciation.Goaroundmonitoring.InthislessonSslistento fourconversationsrelateototravellingbytrain,plane,busandcoach.Thentheyrore-praybuyingtickets.thefourpictures.GetJaf Ssworkin pairsto describefeedbackfromvariousSs.b > etayrecordingn.tz andSslistenandmatchthedialoguesto the pictures.Getfeedback.2a) Ssworkin pairsto completethediatogueswiththewordsfromthe box.b > etayrecordingrr.rz againandSslistenandchecktheiranswers.Person to person9 ) Ss describewhat they can see in eachpicture,askingyou for any vocabutaryitemsthey don't know.Aska fewSs to describeeachpicturefor the class.) S s d i s c u s sw h a t h a d h a p p e n e dp r e v i o u s l yu,s i n gthePastPerfect.Ask them to think ofas manyexplanationsaspossible.Elicitsuggestionsfrom the wholectas:.> AsktheSsif thereareanywordsor phrasesthattheydon'tunderstandandencourageotherSsto explainbeforedoingso yourself.c ) Sspractisereadingthedialoguesin pairs.Writing) Thenonlyonestudent(theonewhospeaksfirstineachdialogue)tooksat the bookwhitetheothertriestoremember/improvise.> WriteCuboon the boardin pairs.SsdiscusswhattheyknowaboutCuba.Getfeedbacl<fromthewholeclass.1Oa> Nowasl<Ssto readthroughthetextquicktyandsaywhichof thetopicsin theboxarementioned(atiofthemexceptthecountryside).b > Ssreadthroughthetextagain,notingdownsensesandadjectivesandwhattheydescribein pairs.Getfeedback.Writetheadjectivesandnounson the board.) In pairs,Ssthinkof moreadfectivesthatcouldbeusedto describeeachnoun.Getfeedbackandwritetheadjectiveson theboard.Sscanusethemin theirwriting.11 ) Readthroughthe instructionswiththewholeclass.Givethemplentyof timeto thinkabouttheplacetheyhavechosenandmakenores.) In pairs,theytel eachotheraboutthe place.EnsureSsaskeachotherquestionsto stimulatemoreideasforthewriting.Ssnotethethingstheirpartnerasksthem.Beforetheywrite,remindSsof thetraveIwriter'sadvice:Choosecarefullyfromyournotesaboutwhatto includeasyouwantthewritingto be as interestingas possible.3 > PuttheSsin pairs,A andB.StudentA tooksat pagen7 andstudentB looksat pagerz9.Givethemptentyoitimeto readthroughthe instructionsandchecl<theyareclearaboutwhatto do.) Ssrole-playthetwosituations.lf youhavetime,asl<forvolunteersto role-playa situationfor the restof theclass.{lfiiilffif,trffirI$ffifirltilA n s w e r s : r a l r e a d2 y e t 3 j u s t 4 y e t5 iust 6 atready 7 yet2>Answers:r She hasn'tphonedme yet.
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