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Routes through the material. >• Short of time: give some exercises for homework e.g

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>• Short of time: give some exercises for homework e.g. Exercises 2, 5 and 10.

>■ Plenty of time: do the Options.

2 classes for this lesson: break after Exercise 8.

Before you start Exercise 1


accommodation, birthday greetings, births, courses and tuition, deaths, for sale/to swap, lonely hearts, lost and ^ found, marriages, wanted____________________________________________________________

■ Read through the Key Words with the students and give them time to check the meaning in the Mini-dictionary.

■ Students discuss which kinds of classified ads they find in newspapers in their country. If you have some examples of classified ad sections from newspapers/ magazines, show them to the class and ask them to classify the adverts using some of the Key Words.

Exercise 2

■ Tell students to read the adverts for general understanding and make a note of the sections in the Key Words that match them.

■ Students can compare their answers in pairs before checking answers as a class.


A courses and tuition В birthday greetings С courses and tuition D births E courses and tuition F lost and found G for sale H lonely hearts

Exercise 3

■ Students read the adverts again and say which they would not trust much and why not.

Suggested answers

A Mr Universe in five days (It isn't possible for anyone to build their body to become a Mr Universe in five days, especially with no gym and no exercise needed. Also, you have to send £100.) E Dog Talk (Dogs cannot talk!)


■ Revise how to say telephone numbers. Ask students to look back at the ads and read aloud the phone numbers in adverts C, F, G and H.

О Exercise 4

■ Play the recording once and see if students can match the dialogues with three of the adverts. Point out that the first of the three dialogues is printed in Exercise 5. If necessary, play the recording again.


1С 2 В ЗА

Tapescript 1

Sue: I'm going to take my driving test. I think it might help me get a job.

Pat: Have you had any lessons yet?

Sue: No, I'm having my first one tomorrow afternoon.

Pat: What time?

Sue: I finish classes at three o'clock and I'm seeing my instructor afterwards.

Pat: Oh, I may come and watch! No, only joking! Who's your instructor?

Sue: Someone my mum knows. My mum thinks she'll be good. She's got a hundred per cent pass rate. Pat: You should be all right, then. Pity about the weather. Look at those clouds. Sue: Yeah, it's going to rain, I'm sure. Pat: Listen, I think I'll take this road. It's quicker. And I'll drop you off at the lights. Is that ok? Sue: Thafs fine. 2

Jane: Mand/s having a party on Saturday? Are you going? Kate: Yeah, course I am. I'm going with Sue. Mandy always has good parties. I'm sure ifll be really good fun. Jane: Oh, do you think so?

Kate: Of course - you must come! I just know you'll love it! Jane: Yeah. Will you have your mum's car? Kate: Yeah ... don't worry. I'll give you a lift. I'll pick you up at your place, if you like.

Jane: Will you? Are you sure thafs okay? It starts at about nine o'clock, you know.

Kate: No problem. And I won't forget. Promise! 3

Mark: Look at this. I think I'll try this course. It looks interesting. It might help me get into the rugby team. Jeff: Lefs have a look. Ah, you don't believe all that stuff do you?

Mark: Well, okay. I may not become Mr Universe, but it might be a good way of getting fit.

-ч**-. Oh yeah. It says you can do it without any exercise. Oh,

I жил!

•arte Ha, I was only joking. You believed me, didn't you? '.•rft Гт gonna kill you!


• -lay the recording again, pausing it after each

dialogue to ask further questions:

- After dialogue 1, ask: When is she having her first driving lesson? (tomorrow afternoon after classes finish at three); How do we know the driving instructor is good? (She's got a 100% pass rate).

- After dialogue 2, ask: Do you think Mandy often has parties? (yes - the speaker says she always has good parties); How are the speakers going to go to the party? (in mum's car); What time does the party start? (9 o'clock).

- After dialogue 3, ask: Is the speaker serious about doing the course? (No, he's joking).


Exercise 5

• Read through the instructions with the class and check that students understand what to do. Students work individually, matching the examples (1-10) with the tenses and verb forms. Students can compare answers in pairs before checking answers as a class.


a 1, 8 b 3, 5 с 4 d 7, 9, 10 e 2, 6

Exercise 6

• Read through the uses (a-g) with the class and check that students understand them. Students may find it helpful to translate the 'uses' into their LI.

■ When checking answers, encourage students to say what they think is the speaker's attitude. Point out that the speaker's own opinion influences the verb form he or she chooses to talk about the future event or plan.


a 7 b 1 с 8 d 3 e 4 f 9, 10 g 2, 6

Exercise 7

■ When checking answers, ask students if they can remember which dialogue (in Exercise 4) each sentence comes from (Sentences 1, 3 and 4 are from 'Mandy's party' dialogue; Sentence 2 is from 'Mr Universe' dialogue).

and the function of the verb form, e.g. will for spontaneous decision.


1 will/41 enjoy 2 isn't going to bring/won't bring 3 is going to have 4 will/41 get 5 isn't going to be б'm going to study 7 are going to spend

Exercise 10

■ Advise students to read through each exchange before deciding which verb form to use.

■ Check students' answers by asking pairs of students to read aloud the exchanges.


1 may/might go 2 're going 3 41 visit 4'm going to/"m visiting 5's going to be 6 '11 feel 7 leaves 8 may/might be

Exercise 11

■ Students work in pairs or small groups, reading the ads and completing the people's reactions. Encourage students to guess the meaning of any new words in the ads from the context or to look them up in the Mini- dictionary.

■ When checking students' answers, ask them to describe the attitude of the speaker in each situation, e.g. in 1, the speaker decides to phone as soon as he or she reads the advert.


1 'II call 2 starts 3 '11 go/might go, 'm going 4 '11 keep f m going to keep, '11 need/may need 5'm going to learn/*ll learn

Exercise 12

■ Read aloud the instruction and point out that students should use the five different verb forms (a-e in Exercise 5) for their appropriate uses. Ask one of the students to read aloud the example sentences. If you wish, elicit one or two example sentences for each of the five verb forms.

■ Students work individually writing their sentences. Monitor and help as necessary.

■ Ask two students to read aloud the example conversation. Elicit one or two reactions to the sentence I may not pass my driving test, e.g. I'm sure you'll pass./When are you going to take it?


ш Students work in pairs, taking turns to say their sentences and to react to their partner's sentences. Monitor and help students correct any errors.


■ The pairs can then say some of their sentences for the class to hear.




a 1, 2 b 3, 4 i__

Exercise 8


Sentence 2 (will) is more certain to happen.


Exercise 9

■ Before students do the exercise, check that they remember the uses of will and going to from Exercise 6.

■ Check answers by asking individuals to read aloud the complete sentences and to identify the speaker's attitude

Rdink f

19 Taking it Back------------


■ To practise using multi-part verbs.

■ To ask and answer questions in a consumer questionnaire.

■ To listen to and understand dialogues about shopping problems.

■ To prepare and act out situations involving shopping problems.

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