Tài liệu Language to go int teacher's resource book 1

Contents Contentsmap of Students'Book 4-5 Introduction 6-7 A few ideasfor classroomprocedures 8-9 The Languageto go authors i 10 Languageto go and EFLexams 11 Phonemicsymbols 12 Teachingnotes Photocopiable activities 13-53 " 55-135 Photocopiable tests 136-143 Testsanswer key 144-145 Photocopiable writingbank 146-152 Contents mapof Students' Book to go: bularyand and liste : Present tdlking: L a n g u a g et o g o : Vocabularyand Reading: 100 days a-t Grammar: Second Get talking: How wilh yet, already;'.:, your life L r s t e n r n g :A t e l e p h o n ec o n v e f s a t t o n V o c a b u l a r y 2 : P h r a s a vl e r b s a b o u t t e l e p h o n i n g G e t t a l k i n g : r o l e p l a y :O n t h e p h o n e Vocabulary 2: Phrasal ve'bsaboutillness Gettalking:roleplay: A visitto the doctor ';1;t:tat:?aitaltit L a n g u a g e t o g o : C o m p a r i n ga l t i t u d e s V o c a . b u l a r ya n d s p e a k i n g : E x p r e s s i o n sw i t h t i m e Reading: Long-distancecomm uter G r a m m a r : w a y s t o e x p r e s sc o n t r a s t i n gi d e a s G e t t a l k i n g a n d w r i t i n g : A t t i t u d e st o w o r k a n d t i m e Speaking and vocabulary: Happiness L i s t e n i n g : S u r v e ya b o u t h a p p i n e s s F u n c t i o n : P o l i t eq u e s t i o n s G e t t a l k i n g : P e r s o n a li s s u e s lntroduction About Languageto go Manyadultstudentsof Englishhavea limitedamount of time for theirstudies.Theymay requireEnglishfor both professional and socialreasons,and are also awarethat they'relikelyto use it in a numberof international situations. Thev needto ensurethat the time they spendon theirEnglishlearningis highly focusedand goaloriented.Theyneedto be ableto achievecertaintasksand to leavea language class, sometimesaftera busyand tiringday of workingor studying,with a bite-sizedchunkof Languageto go and a senseof 'Yes,I can do that - anvwherein the w o r l d ,i n E n g l i s h ! ' Languageto gois a shortcoursefor this kindof adult student.Our underlying principleis that students startthe classwith an objectivedefinedin terms of a realisticoutcome,and finishwith the language they needto achieveit. So here'sa quickoverviewof what the coursecontatns: r Fourlevels:Elementary, Pre-lntermediate, Intermediate and Upoerlntermediate. Eachlevel has40 teachinglessons,and eachlessonnas been carefullv writtenso that it takesaround60 minutesin the classroom, o A Practicesection,a Grammarreferenceand the recording scriptsat the backof the Students'Book. r A detachable Phrasebook in the Students'Book. o A classcassetteor CD with the listeningmaterial. . ThisTeacher'sResourceBook,containinga guideto everylesson(including step-by-step answerkeys),photocopiable activities, photocopiable testsanda writingbank. . The Languagefo go website (www.language-togo.com). Language to go - a closerlook Students' Book Content Eachteachinglessonis designedto last60 minutes and is containedon two facingpages,which reinforces visuallythe relationship betweenthe Students'Booklessonand the classroomlesson. It focuseson a finalactivity,by presenting and practising the languagerequiredand then inviting studentsto performthe activityat the end of the lesson.The lessonbeginswith a presentation of the vocabularyneededfor the final activity,then continueswith readingor listeningmaterialwhich presentsthe targetstructure(s) in a meaningful context.This is followedby some inductivegrammar work, focusingon the meaningand the form of the structure,and by some practiceexercises. Students shouldnow be equippedto do the finalactivityin the Get talkingsectionat the end of the lesson,which is sometimesaccompaniedby a Get writingsection. fhe Languageto go is exemplifiedin an easily memoriseddialoguein the bottomcornerof each pageand actsas the focusand goalof right-hand the lesson. Motivation is at the coreof successful learningrn general,and language learningin particular; we have thereforetakengreatcareto choosetopicsand texts whichwill stimulatethe studentintellectually as well as linguistically. Muchof the materialhasbeen chosenso that it reflectsthe international communitv of Englishusers,as nativeor non-native speaKers. We havetriedto use as manvinternational conrexrs as possible,sincewe're awarethat our studentswill use theirnewlyacquiredlinguistic competencenot just in theirown countryor in an English-speaking one,but all aroundthe worro. C y c l i c a sl y l l a b u s The coursedesignof Pre-lntermediate, Intermediate andUpperIntermediate is basedon a cyclicalsyllabus, in whichdifferentaspectsof language, suchas tenses,modals,vocabulary or functions, are presented severaltimes in the samelevel.The advantage of this approach is that the structures can be naturallyrevised,recycledand consolidated on a regularandfrequentbasis.lt alsoallowsschoorsano insiituteswith a systemof continuous enrolmentto ensurethat studentswho arrivelaterin the course are not disadvantaged by missingout on lessons whichhavealreadydealtwith key structures. At Elementary level,we havenot useda cyclical syllabus, as it does not meet the needsof Elementary students,for whom a specificsequence of acquiringlanguageis more useful.lt is alsotrue that this levellendsitselflesswell to courseswith continuousenrolment. The principal syllabusesin the courseare Grammar and Vocabulary. The approachto grammaris largely one of guideddiscoveryin which the studentsare presentedwith examplesof the target structureand then invitedto work out the rulesrelatinqto form and meaning.Much of the vocabulary is presentedin chunksas well as individual words,to reflectthe way we use Englishin reallife. Sk i l l s The skillsof reading,listening, writingand speaking are all practised. Speakingis at the coreof the philosophyof Languageto go, and is the skill most often practised,both in the Get talkingsectionsand in the pairand groupwork activities. The reaciing and listeningmaterialincludesexamplesof Englishwhich may be beyondthe immediatelevelof students,but is treatedin a way which preparesthem for dealing with it in a real-life context.Writingis deliberately not practisedextensively, sincewe feel that it is a skill which can be more usefullydevelopedoutsidethe classroom, allowingthe interactive opportunities of the classroomto be exoloitedto their maximumon a shortcourse.However,severallessonsalsoinclude a Get writingactivity,and furtherguidanceis given in the Writingbankin this book. a phonemicchart; step-by-step Teaching notesfor eachlessonincluding answer Keys; photocopiable activities; o photocopiable Testswith answer key; . photocopiable Writingbank. a a Photocopi abl e activities Teachers who havemorethan60 minutes'classtime available may wish to providefurtherskillspractice, so we haveprovidedsome extramaterial.Thereare 40 extraactivities,eachone corresponding to a Students' Booklesson,whichare designedto be photocopied and distributedto the students.Eachactivitywill providea furthertwentyto 30 minutes'practiceof the language taughtin the lesson.The teachingnotesoppositeeach photocopiable activityare for your reference,providinga guideto how the activityshouldbe organised and answerkeyswhere relevant. Photocopiable tesfs and answer keys Theseare to be u-sedto checkon the students' Pronunciationis dealtwith whereverit is appropriate progressat regularintervalsduringthe course. to the grammaror the vocabulary Therearefour for eachlevel,and they focuson the syllabusstrands, focusingon stressin words,stressin sentencesand vocabulary and grammarcoveredin everyten lessons. tntonation patternsratherthan individual phonemes. So the idealtime to do thesetestswill be wnen vou h a v ef i n i s h e dL e s s o n s1 0 ,2 0 , 3 0 a n d4 0 . A d d i t i o n a lm a t e r i a l The Practicesection providesfurther exercisesto Photocopiable writing bank consolidate the language Thiscan be usedat any pointin the coursewhen you taughtin the main lesson. Forteacherswho haveclasseslastinglongerthan 60 think it appropriate for students'needs,or to help minutes;it can be used in class,eitherafterthe guidethem with a particularGet writingactivity. Practiceexercisesor at the end of the main lesson. The Language to go website The exercisesin the Practicesectioncan also be set By clickingonto www.language-to-go.com, you will find for homeworkand have been written so that materialof interestto both studentsand teachers, studentscan work on them alone. practiceexercises including furtherinteractive for each The Grammar referenceis designedto be a more lesson. descriptive explanation of the grammarpoints gois an excitingand innovative Language-to courseof coveredin the mainteachinolesson. internatiohal English.lt combinesthe basic Phrasebook requirements of a tightlyfocusedand minimalistshort Thisis a reformulation of someof the language taught coursewith the wealthof materialsappropriate to the n the course,as well as a reminderof otherrelevant learning'potential of adultsin the 21st century. ,,vordsand expressions which are appropriate to the It containstopicsand texts designedto motivateadult evel,and presentedin a familiarphrasebook style. studentswith socialand professional reasonsfor ,Atraditionalphrasebook, with its list of usefulwords learningEnglish.lt has beenwrittenwith a mixtureof and expressions, passionand pedagogical is at the coreof the conceptof enthusiasm, rigourby a team Languageto go; in otherwords, languagewhich is of talentedauthors,and producedby editors,designers, organised and can be readilyaccessedwhen required researchers and manyotherswith much loveand care. ln real-life situations. So, now it's over to you wilh Languageto go. We hope you and your studentsenjoyit. Teacher's Resource Book Thisbookcontains: SimonGreenall . a lesson-by-lesson contentsmap; SeriesEditor a this introduction, with an overviewof the course; a sometips on how to makethe most of the material; a a personal statementfrom the authors; a how Languageto go linkswith external examinations; A few ideasfor classroom procedures Personalisation Most adultstudentsof Englisharewillingto trust theirteachersbecausethey believeeverything they do is in theirbest interests.But now and then.they must askthemselves,'Why am I doingthis?How is this relevantto me?' When this happens,both studentand teacherare facedwith a ootential challenge to their motivation. Personalisation allowsstudentsto relatematerialto their own world. lt is thereforea key factor in maintaining their motivation, especial ly during challenging activitieslike roleplays. The teacherhas to makesurethe studentunderstands how an activityrelatesto their language-learning needs. Everyactivityin Languageto go is designedto allow maximumpersonalisation for students.The lessons are all constructedarounda final activity,and these activities will usuallyprovidean opportunity for them to adaptthe languagebeingusedto theirown circumstances. For example,duringthe presentation of a new topic,there is usuallyan appealto the studentto thinkabouthow muchthey might know aboutit. On otheroccasions, theremav be an invitation to use the targetvocabulary or grammarin sentenceswhich are relevantto the student. lf you feel that personalisation mightbe lackingat any stage,for example,after a vocabularyexercise, you couldsuggestthat studentschoosefour or five words which they thinkmight be usefulto them, or which look likewords in their language. or which soundnice,or which they can placein categories of their own choice.After a grammaractivity, encouragestudentsto write a coupleof sentences aboutthemselvesusingthe target structure. You don't need to correctthese extraactivities, althoughyou may want to ask them to sharetheir answerswith the rest of the class.In this way, personalisation can havetwo purposes: to consolidate the learningprocessand to make what they'redoingrelevantto themselves, Vocabulary The words and expressions which form the focusof the Vocabulary sectionsare thosewhich we thinkare importantat this level.Most lessonsonlycontain betweeneightand ten itemsfor productivelearning (thatis, words which the studentshouldbe ableto use in spokenor written work, and not words which they are ableto recognise). Many of the vocabulary itemsare groupedin topics; othersare groupedaccording to some of the rules behindword formationor collocation in Enqlish. Encouragestudentsto keep a vocabularylist containing all the itemswhrchthey havelearnt. Tryto ensurethat the list categorisesthe words in differentways, in orderto consolidate the learning process. When studentsask for helpin understanding words, try not to explaintoo manyimmediately, but ask them to helpeachother,or to use dictionaries if they'reavailable in the classroom.Rememberalso that explaining new words may buildtheir vocabulary, but it may not developtheirabilityto work out the meaningof words in readingand listeningactivities. Speaking, Thereare manyopportunities for speakingpracticein Languageto go. Firstly,there are many pair and groupwork activitiesbasedon a reading,listening, grammaror vocabulary task.Secondly, thereare some lessonswhich focuson functionallanguage where thereis a clearmodelof the language to be used.Thirdlv,most of the finalactivitiesin the lesson (Get talkinglare opportunitiesto practisespeaking. Rememberto aim for a balancebetweenaccuracy and fluency;not everyactivityneedsyour closeand carefulcorrectionof errors. Listening The listeningmaterialcontainsexamplesof everyday,naturalspokenEnglish.Studentsmay be worried by the speed of delivery,thinkingthat it's too fasb,so reassurethem that this is alsoquitenormal in r6allife,and that the classroomis the best olace to be exposedto this type of naturallanguage.They don't need to speakas fast themselves,but they do ndbdpracticein understanding authenticspoken English. guidelines The following shouldhelpthem: . Encourage studentsto focuson the main ideasof the listeningpassageand not get distractedby words they don't understand. The mainactivity will usuallyhelpthem to do this. o Help them to interpretcluesfrom the context (situation, tone of voiceetc.).Thiswill usually enablethem to understand a greatdealmore than the words will convev. . Playthe recordinga coupleof times (morethan this will startto compromisetheir motivation), even if the instructions only suggestonce. . Try not to playthe recordingand stop after every phrase,as this will not givethem the important practicein listeningto the discourseof spoken English. I I ; I Writing Writingis usuallysuggestedin the Gef writing sectionsas a way of showingthat studentshave masteredthe language which hasbeenfocusedon in the lesson.Thevareall meantto be classroom versionsof situations they may encounteroutsidethe classroom- letters,e-mails,exam-styleessaysetc. The Writingbankin this Teacher'sResourceBook providesphotocopiable modelsof thesewriting genreswith accompanying suggestions on how to exploitthem in class Encouragestudentsto practisea form of process writing:ask them to write down as much as they can withoutworryingtoo much aboutbeingaccurate. Thenask them to rereadwhat theVhavewritten,or maybeeven show it to a partner.Encouragethem to be criticaland to revisetheirwork if necessarv. Then askthem to write a finalversionwhich incorporates extraideasand all theircorrections. Rememberthat writingcan be an exercisein fluencyas well as accuracv. focuseson fluencyuntilafterit's over;on the other hand,it may be best to correctstudentsin an activity which focuseson accuracyas they do it. Lookat eachactivityin turn,decidewhat its aim is ano choosethe best strategy. Rememberthat less-confident studentswill need more encouragement than others,and your correctionmay compromisetheirmotivation. Youmay alsodecideyou onlywant to indicatethe studenthas made an error ratherthan correctit yourself.Thinkcarefullyaboutyour attitudeto error correction, and shareyour opinionswith the whole Jigsaw reading Some activitiesinvolvea techniqueknown as jigsaw reading.This involvesstudentsworking in pairs. The first instruction will be to work separately on a readingpassage. with separatebut complementary tasksto perform.This usuallyinvolvesthernturning to a specifiedtext or activity in the lnformationfor pair and group work section at the back of the Reading Students'Book.The secondinstruction will be to Much of the readingmaterialinvolveswords which work togetherand to sharethe information they have studentsmay not havecome across,just likein real gatheredfrom the separatetasks. life.Many of the accompanying activitiesare Thistechniqueis at the very heartof communicative designedbothto supporttheirgeneralunderstanding language gap teaching,as it involvesan information (StudentA knowssomethingthat StudentB doesn't, of the passageas they readit, and to checktheir comprehension afterwards. and viceversa)and a meaningfulexchangeof Try not to answerquestionsabout difficultwords, informationduringthe secondstageof the activity, but instead,encourage studentsto work out the where the studentstell eachotherwhat they have meaningfor themselves. learnt. Makesurethat studentsreadthe passageonce, As longas the studentsunderstand the instructions, perhapsat the end of the lesson,just to enjoyit, to it's best for the teachersimplyto signalthe start of respondwith naturalinterestto it and withouthaving the two stagesof the activity,and listenas the to answerdifficultouestionsl pairs/groups performit. You can finishthe activity sequencewith groupfeedbackto checkthe answers Roleplays are correct. The roleplays are presentedas a furtheropportunity " for studentsto practisespeaking.Somestudents Pronunciation enjoyroleplays, especially in a foreignlanguage. Pronunciation work in Languagefo go focusesmore Othersfind they makeenormousdemandson their on word..End sentencestressand intonationpatterns phonemes.Thereare several imagination. Forthis reason,we havetriedto provide than on individual suitablesupportinto the roleplays, so that less techniquesyou can use: . Drillingcan be individualor choralrepetitionof a imaginative or creativestudentsdon'tfeel under pressureto come up with all the ideasthemselves. word or a sentence.Choralreoetitionwith the Go roundthe pairsor groupsas they are doingthe whole classis a way of buildingup students' roleplays, listeningbut not interrupting, unlessthey confidencein pronouncing strangewords or new want helpin what they needto do. sentences. . Backchaimng Tryto avoidcorrectingstudentsas they are doing involvesthe repetitionof different partsof a sentence,often startingat the end, and theirroleplays, but makea note of majormistakes, if you wish, and discussthem with the whole class gradually addingpartsuntilyou havereconstituted at the end of the lesson, the whole sentence. . Word linkingfocuseson the fact that when you Error correction say words in connectedspeech,the individual It'sa good ideato thinkaboutwhat and when you phonemeswhich makeup the word may change. correctbeforethe lessonbegins.Make this decision Saythe words separately, then say them in partof your lessonplan. connectedspeechand emphasisethe way in It's best to avoidcorrectionduringan activitywhich which thev sounddifferent. The Languageto go authors A r a m i n t aC r a c ea n d R o b i nW i l e m a n Araminta(Minty)and Robinlivein NorthLondonwith theirtwo young daughters, Petraand Lola.Robin'sgrown-upchildren(Matildaand tripletsJoe, Tim and Georgia) live nearby. Mintyworks full time from home as a freelancewriterof English-teaching materials. She hastaughtin Brazil,Egypt,Portugaland Spain.She alsoworked for manyyearsas a teachertrainerat lnternational House,London.Robinis basedat International House,London,as a teachertrainerHis professional experience hastakenhim to Argentina,Brazil,Ecuador, Georgia,lndonesia, ltaly, Poland,Russia,Ukraine, Vietnamand manyothercountrieslHe frequently travelsabroadas an assessorof schoolsand trarningcourses. Araminta Crace R o b i nW i l e m a n We believe that Language to go is ... fast: our aim is that studentsget useablelanguage fast.The clearcontextsand realisticpracticemeanthat languagecan be learntquickly.At the end of each lesson,we hopestudentswill feel confidentaboutusingthe language they have learntboth insrdeand outsidethe classroom. stimulating:We believethat both teachersand studentswill be genuinely interestedin the material.The book is dividedinto40 separatelessons.each with a differentand (hopefully) engagingtopic.Acrossthe four levels,this meansthereare 160 differentangles.Thereis a rangeof real-life scenarios which are original,up-to-date and international. user-friendly: we havestructuredeachlessonvery carefullyto aid both new and more experienced teachers.Thereshouldbe littleneedto 'cut and paste'eachstageflows logically to the next.Lessonswhich can almostteach themselvesshouldsavevaluableplanningtime and giveboth teachersand studentsconfidencein the classroom. flexible:The ideaof the courseis that it is bothcompactand expandable. compactbecauseeachlessonis teachablein one hour.Expandable becauseof the Practicesection,the Photocopiable activities, the extraideasin the Teaching Notes,as well as the website.This 'shrink-stretch' featuremeansthe bookis suitablefor a wide varietyof coursetypesandwill caterfor a wide rangeof studentneeds. balanced:Withineachlesson,there is vocabulary, grammar,receptiveand productive skills.Thereare controlledand freerpracticeactivitiesand lots of opportunities for studentsto speak. international:We thinkthe lessonshavea broadappealto studentsfrom manv backgrounds and with variedinterests. Thevprovidethe basisfor communicating confidentlyin manysituationsinternationallv. we very much enjoyedhavingthe opportunity to write this bookas partof the seriesand we reallyappreciate the careand hardwork of all those involvedin the process.We hopeyou enjoyusingit. 10 to go and EFLexams Thetablebelowshows generalequivalences between the four levelsof Languageto go andtwo well-known international examination boards,UCLES(University of Cambridge LocalExaminations Syndicate) andTrinity College, in termsof the language taughtandthe topics coveredin the four books. Forfurtherinformation, contact: UCLES English a s a F o r e i g nL a n g u a g e "l HillsRoad Cambridge C B 12 E U While Languageto go is not an examination preparation UnitedKingdom fet +44 (0) 1223553355 course,a studentwho has,for example,completed the Fax:+44 (0) 1223 460278 Elementary levelwouldhavesufficientlanguage to E-mail : [email protected] attemptUCLESKET,and starta preparation coursefor www.uctes.org.uK UCLESPET.Examination trainingis required for all EFL TrinityCollege examinations, andwe wouldstronglyadvisestudents 89 AlbertEmbankment to followan examination preparation course.But you will findthat someof the exercises in the Students' Booklessons, the Practice sectionandthe photocopiable Testsaresimilarin formatto thosefound rn EFLpublicexaminations. Notethat higher-level exams,suchas UCLESCPEand ESOLGrades11-12,are not coveredin thistable. LOnOOn S E 17 T P UnitedKingdom Tel:+44 (0)2078206100 Fax: +44 (01207820 6161 E-mail:[email protected] www.trinitycollege.co. uk 11 P h o n e m iscy m b o l s The symbolsin this chart representthe soundsused in standardBritish Englishand some of the most commonvariations in AmericanEnglish. We have used the symbolsin the Teachingnotes to help clarify pronunciation pointsdealtwith in the lesson.We havenot included them in the Students'Book,becausewe feel it is not alwayseasyor practicalto teachthem on a short courseor a courseinvolvinq continuousenrolment. However,you may find it usefulto introducecertainsymbolsto studentsto helpthem with their individual pronunciation needs.lf you do, we would recommendthat Vou: . only teach a few symbolsat a time - littleand often; o get studentsto practisethe sounds,but do not aim for perfectiona comprehensible approximation is good enough; . relatethe symbolsto words which Studentsalreadyknow. The examplewords here are all taken from the Longmandefining vocabularyof 2,000 words used in The LongmanActive StudV Dictionary and The Longman Dictionary of ContemporaryEnglish. Consonants p b t d k s f e o S z J 3 h tJ ds m n { w I r j t 12 pen; paper boy; table to; sit do; made car; make go; big four; wife very; live think; tooth this; other say; bus zero;nas shop;wash television;pleasure have;ahead cheese;watch job; bridge man; come name;ten t h i n g ;s i n g e r water;flower late;yellow run;carry yes; you Vowels r ' it; sister e egg;said E D Dr o u e ir qr cr ur 3r at; have on; dog (Uf) on; dog (US) up; mother put; book address;brother easy; she art; father all;door boot; shoe early;work Diphthongs er ar cr eu ou au re ee ue able;wait l; buy toy; noise over; go (UK) over; go (US) ouu town ear; here air; there (UK) sure; poor Photocopiable material Photocopiable activities by RobertArmitage andRolfDonald 56-135 Photocopiable tests(withanswerkey) by KennaBourke 136-145 Photocopiable writingbankby RolfDonald 146-152 VocabularyAdjectives andintensifiers GrammarPastsimple andcontinuous go Language to Telling stories andexaggerating events Holdthe f rontpage! Aim Proced ure To givestudentspracticeat using the pastsimple,pastcontinuous and intensifiers when tellingstories 1 lntroducethe topicby elicitingthe kindof storiesyou find in tabloid newspapers. Ask studentsto tell the classabouta strangeor funny story they have readabout in the newspaper.' 2 Tellstudentsthat they will receivea story in pictureform with some vocabulary to helpthem. The storyis aboutsomethingthat happened to them which they want to sellto a tabloidnewspaperby making the storyas interesting as possible. 3 As an example,write on the board:... quite a cold night... a little snow on the ground.Ask the studentsto makethe story sound more interesting.For example: lt was a freezingnight I extremely cold night and there were three metres of snow on the ground.lf students havedonethe lessonin the Students'Book.remindthem of rne language they studied. 4 Put studentsinto pairs.Givehalfof the pairsStoryA and the other halfStorvB. 5 Givethem sevento ten minutesto preparetheirstory.Theyshould not write whole sentencesbut they can write notes.Helpstudents if/when necessary. lf some pairsfinishearly,ask them to practise tellingthe storyquietlyto theirpartner. 6 Ask eachstudentwho hasworkedon StoryA to find a new partner who has worked on Story B. 7 ln turns.they phonea localEnglish-speaking newspaperand try ro selltheirstory.Theirpartneris the newspapereditor.Put students backto backif possible,to simulatetelephoning. Tellthe students that they shouldonly lookat theirstoryif they need help. B Onceboth studentshavetold theirstories,ask them to work in pairs to thinkof possibledramaticheadlines that would be suitable. 9 Write theirsuggestions on the board. Materials Onestory(Aor B)perstudent Time 30 minutes Prepa ration Copyand cut up one worksheet per two students Extension Writing:Studentswrite their story in the form of a tabloidnewspaper article. H o l dt h ef r o n p t age! I II t I i I t I I IL I I I t home from the pub / with my girlfriend/ last night/ twentyminutewalk/ acrossthe fields 2 no starsI darkI couldn'tsee well/ onlvsmalltorch 3 while walking/ suddenly/ a roarI largeanimal 4 couldn'tsee well/ but two eyes/ lookedlike a big blackcat 5 afraid/ startedrunning/ up the hill/ not stop until/ home/ tired 6 backto the field/ this morning/ big pawprint t husband and| / backto Britain 2 hungry/ fish and chips/ from FranceI ferryI aflera restaurant/ crowded goodholiday 3 whileeating/ sea/ rough/ husband seasick/ sideof the boat/ as fast as possible 4 unfortunately / falseteeth / fell out / intothe sea/ awful 6 surprised / phonedhim / husband's teeth i @ Pearson Education 2002 5 next day / home / radioI interviewwith a fisherman/ foundfalseteeth / fish 57 V o c a b u l a rS y leep questions GrammarSubject andobject Language to go Asking about anddescribing routines Anyanswers? Aim Proced ure To give studentspracticeat asking aboutand describing routines usingsubjectand objectquestions 1 Tellstudentsthat they are goingto playa questionand answergame in groupsof three or four. Everystudentwill receivefour or five cards,each one with a sentencewritten on it connectedwith thinos that peopledo in the home or in theirdailylives. 2 As an example,write the followingon the board: Something that people do when they go out in the evening 1) 2) Materials One set of cardsper group of threeor four students s) Time 30 minutes Prepa ration Copyand cut up one worksheet per group What 3 Ask studentsto write down what they thinkwould be the three most popularanswers.For example:Go to a bar,go for a meal, go to a disco. Write up theirsuggestions on the board.Establish the three most popularanswers. 4 Elicitthe questionfor the examplesentenceabove: What do peopte do when they go out in the evening? 5 Explain that eachcardwill havea similarsentencebeginning eitherwith somethingor with someone.Make it clearto students lhal someone meansa type of personor the title of a job. not a person'sname. 6 Giveeachgrouptheirpileof sixteencardsfaie down. Eachstudent shouldtake four or five cards,thinkaboutthe most popularanswers for eachsentence,write his/herthreeanswersunderneath the sentence,then write the question.Allow sevento ten minutes. 7 When studentshavefinishedwritingtheirquestions, they should checkthem with yo"ir. B Studentsnow playthe game.In turn,they askthe questionson their cards.The first studentasksthe studenton his/her left. lf this studentgivesone of the threeanswerson the card,he/she gets a point.Thenthe next studenthasa chanceto answer,and so on until the threeanswerson the cardhavebeenfound (or untileachstudent has hadthreeguesses).Everyanswerthat matchesan answeron the questioncardreceivesa point.The studentwith the most pointsat t h e e n dw i n s . Anyanswers? t i Somethingthat people do when they get home i from work/school ^ ; Someonewho works sometimesa t n i g h t a n d i sometimesduring the day i 1) i rt I 2) 3) i2) I t3) I What ? i Who Someonewho peoplewrite to j Somethingthat people do when they are i watchingTV 1 ) i l 2) ? vt izt r 1 " Who I ut , u iwhat ? Someonewho usesthe phone a lot in his/her work i Som"one peoplecomplainto i I 1) 2l 3) Who it 1 ) t Z l I r J l I ? i w h o I Somethingthat people do when they're ill S o m e t h i n gt h a t m a k e sp e o p l el a u g h 1) 2l 1) 2) 3) What 3) What Somethingthat wakes people up in the morning 1) 2l 3) What ------?;;ffi;;;-;;;,;;;;;;;*, ;;;;:,;;; 1) 2l 3) What S o m e o n ew h o t r a v e l sa l o t i n h i s / h e r j o b 1) 2) 3) What 1) 2) 3) Somethingyou see people doing in a bus or a train 1) 2l Someoneyou go to when you have a problem Who 3) What 1) 2) 3) Who Someoneyou watch in a theatre,a stadium or a Someoneyou buy presentsfor concerthall 1) 2) 3) Who 1) zl J,l Who @ Pearson Education 2002 59 VocabularyAssociations withwillandgoingto GrammarFuture decisions Language to go Making andgiving reasons fordecisions N a m ei t Aim Proced ure To give studentspracticeat using willand going to for making decisionsaboutthe future,and at givingreasonsfor theirdecisions 1 Introducethe activityby askingstudentsto suggestdifferentthings that they haveto makedecisionsaboutin their lives. gamewhich 2 Tellthem that they are goingto playa decision-making tests how quicklythey can makedecisions. Theywill playthe game in groupsand eachgroupwill havesixteenquestioncards. The answerto eachcardwill requirethe nameof a person,place. type of food, etc. 3 Explainthe rulesof the game.The sixteencardsare shuffledand placedface down in the middleof the table.Studentstake it in turns to pickup a cardand readit to the group.The first studentto respond correctlywith willand give a reasongets five points.(lf no one respondswithinten seconds,the cardis put to the bottomof the pile.)The otherstudentsthen havea chanceto respond,alsowith willand givinga reason,for two points.Finally, the studentwho read out the cardhasto summarisehis/her group'sresponses. using going to. This studentgets one point per correctsentence. 4 As an example,tell studentsyou are goingto readthem a card. lf they want to respond,they haveto callout theirname;the first personto say hisi her namewill get the first chanceto respond.Say: You have a new dogl.cat. Decide what to call it. Follow the procedure above,awardingfive pointsto the first correctresponseand two pointsfor othercorrectresponses. Thenask studentsto summarise the responses,for example: Laurais going to call it 'Snowy' because it's white. David is going to ... 5 Put studentsinto groupsof threeor four.Checkthe rules.lf there is any disagreement abbutan answer,the groupshouldcallyou. 6 Studentsplaythe garhefor twelve to fifteen minutes.Establishthe winnerin eachgroup(the studentwith the most points). 7 Thenput the folloWhgquestionson the boardand ask studentsto discussthem in theirgroups: Which questions were the most difficult for you to answer and why? Do you like making decisions quickly or do you prefer to think about something first? Why? When should you think about something before making a decision? Materials One set of cardsper group of threeor four students Time 25-30 minutes Prepa ration Copyand cut up one worksheet per'group 60 N a m ei t You'rein yourfavourite restaurant. Decidewhatto have. You'rein a discoor winebar. Decidewhatdrinkto have. I I I I I I I I t I I I You'vereceived fl100 for yourbirthday. Decidewhatto buy. You'reon a TV gameshow. Youneedsomehelpwith a questionabouthistory. Decidewho to phbne. You'reon holiday. Youbuysomepostcards. Decidewho to sendthemto. You'vewon a holiday for two. Decidewho to take. A friendfrom anothercountry is comingto visityou. Decidewhatto showhim/her. A friendasksyou to recommend a bookto read. Decidewhatto recommend. It'syourbestfriend's birthday nextweek. Decidewhatto buyhim/her. Youwant to relaxby listening to somemusic. Decidewhatto listento. problem Youhavea personal You'rein the videoshop. Decidewhatto takeout. It'sa reallyhot day.Youseean icecreamshop.Decidewhat kindof icecreamto buy. You'rein a newsagent's. Decidewhat newspaper/ magazine to buy. fflffifififlI ,Tl A Pearson Eoucarnn Zaa2 with someone. Decidewho to talkto. Youwantto takeup a new sport.Decidewhat to try. Youwant to cooka specialmealfor yourpartner. Decidewhatto cook. 61 -..-.'.--' '" li::l':- , ,- . ::ii:::ti:'' VocabularyEducation GrammarComparatives andsuperlatives Language to go Comparing careers Contrasting careers Aim Proced ure To give studentspracticeat using comparatives and superlatives when discussing differentjobs 1 Ask studentsto write down two jobs, one they would reallylike to haveand one they would hate.Now write the followingsentenceson the boardand ask studentsto write one or two similarsentences abouttheirtwo jobs: A film star is better paid than a nurse. A nurse has a more importantI stressfuljob than a film star because... A film star has a more enjoyablelife than a nurse because... A nurse needs better qualificationsthan a film star because ... 2 Ask individual studentsto teil you the jobs they havewrittenoown and one of the sentencescomparingthe two. 3 Brieflyreview how to form comparatives. 4 Tellstudentsthat they will be givena worksheetwith five pairsof jobs illustrated. Foreachpair,they shouldtalkaboutthe similarities (if any)and the differences, usingthe expressions in the tableon the worksheetand any othersthat they want to use. 5 Put studentsinto pairsand givethem eacha copyof the worksheet. Ask them to checkthe meaningand pronunciation of the vocabulary first.Theythen haveaboutten minutesto discussthe five pairsof jobs. 6 Ask for brieffeedback.NB Forstrongerstudents,see extensionbelow. 7 Formgroupsof three,orfour studentsto discussthe questionsin Part B of the worksheet. Materials One worksheetper student Time 30 minutes Prepa ration Copythe worksheet Extension Speaking: 1 With strongerstudents,you couldwrite the followingon the board beforeyou move on to Part B: the most exhaustrng the most important the most skilfut the most difficult "the most dangerous the riskiest Explainthat theseare differentways of decidinghow much people shouldbe paidfor theirjobs.Forexample: People with the most,exhausting I the riskiest jobs should be paid the most. 2 Ask studentsto find a new partner.In pairs,they shoulddiscuss which is the best way of decidingwhat peopleshouldbe paidand givetheirreasons.Theydo not haveto agree.They have-about three minutes.Ask for feedback. : il Contrasting careers PartA a racingdriver/amilitaryofficer a doctor/acomputerprogrammer a bankmanager/ahairdresser a policeofficer/apilot a l a w y e r / am u s i c i a n h a v ea / a n easy/difficult/exciting / enjoyable / boring/ safe/dangerous / stressful/ important life/job navea long/ short aaraar NA well-paid/ well-dresseo neeo goodqualifications / smartclothes Part B @ Pearson Education 2002 63