Routes through the material. ■ To provide familiarity with the new Students' Book and arouse interest.

Objectives

■ To provide familiarity with the new Students' Book and arouse interest.

■ To increase students' awareness of English as a global language.

■ To revise and practise grammar, vocabulary and reading skills.

■ To encourage record-keeping of new vocabulary and grammar.

Resources used

Students' Book, Mini-dictionary. Troubleshooting

Individual students may have different problems in the Doctor Grammar section and so will need extra practice in these weaker areas either in class or as homework.

Routes through the material

>■ Short of class: give some of the grammar exercises for homework.

>- Plenty of time: do the Options.

A Getting Organised

Exercise 1

^ KEY WORDS ^

Adventure, Stories, Travel, Media, Advertising, People, ^ Learning, Careers, Culture Shock, Civilisation ^

■ Read through the topics in the Key Words with the class.

■ Students then work individually, reading the definitions and matching them with the topics. If you wish, students can compare their answers in pairs before checking answers as a class.

■ When checking students' answers, ask them to make sentences with the definitions, e.g. Learning is getting knowledge about something or a skill.

Answers

a Learning b Careers с Travel d Culture Shock e Stories f People g Adventure h Media i Advertising j Civilisation

■ Encourage students to suggest what each module might contain.

■ Students then work individually, listing the three modules they think will be most interesting. If you wish, the whole class can then vote for the three most interesting modules. After the class has finished the Students' Book, they can come back to this exercise and see if their predictions were correct.

Exercise 2

■ Read through the descriptions with the class and check comprehension of important words, e.g. quotations, articles.

a Students work individually or in pairs, looking through the Students' Book and matching the descriptions with the features.

Answers

b Key Words с Quote... Unquote d Literature Spot e Mini- dictionary f Reading Strategies: Prediction g Review 1 h Function File i In this module you will... j Language Problem Solving к Writing Help I Culture Corner 1

Exercise 3

■ Read through the ways of organising vocabulary with the students. Elicit which ways they find most helpful and any other ways they use. Ask students which topics they have a lot of English vocabulary for, e.g. the home, sports. Ask them which topics are difficult to talk about in English because they haven't got enough words.

■ Discuss what information students include about new words. Take a word from the Key Words, e.g. adventure and go through the four types of information with the class. Ask students if they can remember any of the phonetic symbols for the sounds in adventure /ad'venja/. If students can remember some of the phonetic symbols, ask individuals to write them on the board. If students cannot remember all the symbols, they can look them up in the Phonetic Chart in the Mini- dictionary.

■ Students work in small groups, organising the new words from this lesson. Go round and check the entries in the students' vocabulary books.

■ The groups tell the class which words they have recorded in their vocabulary books and see if they have chosen the same words.

■ Elicit sentences containing some of the new words from the class.

Option

■ Write the six words below (numbered 1-6) in phonetic transcription on the board. Do not write the actual words at this stage:

1 (ship) /Jip/ 2 (sheep) /Ji:p/

3 (cheap) /tji:p/ 4 (chip) /tjip/ 5 (chop) /tjop/ 6 (shop) /Jop/

■ Ask students to pronounce the words from the transcriptions and spell them.

■ Tell students to listen to the words you say and write down the correct number (1-6) for each word. Make sure you keep a note of the order of the words you say, e.g. 1 shop (6), 2 cheap (3), 3 chip (4), 4 ship (1), 5 sheep (2), 6 chop (5).

■ Check answers by asking individuals to say the number of each word and pronounce the word.

В Word Power

Exercise 1

■ Students work individually, reading and trying to answer the questions in the English Quiz. They can then compare their guesses as a whole class and see how many different answers the class has got. • Students read the text quickly (if you wish, give them a time limit of two minutes) to check their guesses. Remind students not to worry about understanding every word but just to find the answers to the questions.

Answers

la 2c 3b 4b

Exercise 2

• Read through the Strategies with the class and refer students to the Mini-dictionary.

■ Elicit the names of the main parts of speech from the class (noun, verb, adjective, adverb, preposition, article). Ask students to give examples of each part of speech. Alternatively, write a sentence on the board for students to analyse, e.g. John quickly put his book in the green cupboard.

• Read aloud the instructions and check that students -Tiderstand what to do. Students may find it helpful to -ead through the first paragraph as a whole class,.nderlining the new words in the text and circling the ones that are very important in order to understand the text. Students then continue, working individually or in -airs. Monitor, helping if necessary and checking students' answers.

■ As a whole class, students compare the words they looked jp in the Mini-dictionary.

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• read aloud the complete text for students to gain a?eneral understanding.

■ Students can work in pairs, if you wish, working out the parts of speech and the meanings. Remind students to _se the Mini-dictionary to help them.

Answers

I adjective 3 adverb 4 preposition 5 noun 6 adverb " wert) 8 verb 9 noun 10 preposition

Option

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■ Choose two or three words, each with more than one -eaning, that your students know. Check that the Afferent meanings of each word are in the Mini- dictionary. Write the words on the board for students to make sentences containing them, e.g.: 1 a ring / to ring 2 a book / to book 3 a train / to train

Learning to Learn

С Doctor Grammar

Exercise 1

■ Read through the words in the box with the class and check that students understand them all.

■ Ask one of the students to read aloud the example sentence. Explain that students must make sentences using only the words in the box.

■ Give students five minutes to work in pairs, discussing and writing their sentences.

Exercise 2

■ Read through the names of the structures with the class. In turn, students read aloud one of their sentences and write it on the board. The class then identifies the structure of the sentence.

■ Ask students to give other example sentences for the structures they did not use in their sentences, e.g. The crocodile is bigger than Mary. The crocodile is/was watching Mary. Mary will study the animals tomorrow. Mary goes home tomorrow. Has Mary left the zoo and gone home? Mary has to study tomorrow.

Exercise 3

■ Note that Culture Corner 5 is about Wales. Tell students they will find out more about Wales when they read Culture Corner 5.

■ Students read the text silently to get the general idea.

■ Read through the articles, prepositions and quantity expressions with the class. Students then read the text again and complete it with the words in the table.

■ Check students' answers by asking individuals to read out their answers.

Exercise 6

■ Look back at the text about Welsh with the class and elicit ideas about the history and development of the students' own language. You may wish to give students time to find out information about their own language for homework.

■ Elicit suggestions for the content of the paragraphs, e.g. 1 origins and early years of the language; 2 the development of the language, e.g. written language and literature; 3 the present situation, e.g. number of speakers, use on the internet; 4 predictions for the future. Write important words and expressions on the board for students to use as cues when writing their compositions.

■ Tell students that you will be focusing on correct verb forms when marking their compositions. They should write between six and eight sentences. Students plan and draft their composition in class for you to check and point out any errors to be corrected. They can then write out the fair copy in class or at home.

Option

■ In small groups, students exchange and read each other's compositions and see what information is the same or different.

Answers

la 2 the 3 some 4 the 5 of б from 7 to 8 in 9 the 10 the 11 the 12 a 13 the 14 of 15 some 16 the 17 a 18 all

Exercise 4

■ Read through the structures with the class. Elicit an example or two of each structure to check that students remember them.

■ Students work individually, using the scale to show how well they think they can use each structure.

■ Do a quick class survey (by asking students to put up their hands) to see which structures are the easiest and which are the most difficult, or ones that students do not understand.

■ If appropriate, do some remedial work with the structures that students don't understand.

Exercise 5

■ Look at the suggested ways of organising grammar notes with the class. Ask students which ways they use and if they use any other procedures to organise their grammar notes.

■ Students work in pairs, selecting a grammar area from Exercise 4 and organising some notes for it. Monitor and help if necessary.

■ In groups, students look at each other's grammar notes. Go round and look at the notes yourself and select two or three to be written on the board for the whole class to see (and copy into their notebooks, if they wish).

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