■ Students work in pairs, discussing the sentences before discussing them as a whole class.
one/a few elephant(s): a, d, e the whole species: b, с
■ Tell students to mark the sentence G if the noun refers to the whole group of people, animals or things.
1 The (G) 2 a 3 - (G) 4 The (G) 5 the Exercise 6
■ Students work in pairs, reading the sentence and discussing which the best paraphrase is (Answer - b).
■ Read through the adjectives with the class and check that students understand them.
■ Advise students to read through the sentences quickly before they start completing them.
■ Check students' answers by asking individuals to read the sentences aloud.
1 the homeless 2 the rich, the poor 3 the unemployed 4 the disabled
■ IF you have a large map of the UK, display it so students can see where Wales and Cardiff are.
■ before students look at the exercise, elicit what they « tow about Wales.
• Students then do the exercise, working individually or in rairs. If you wish, students can discuss their 'answers' as i class and see how much general agreement there is.
• Students read the article silently to check their answers. Tell students not to worry about understanding new *ords at this stage
|Culture Corner 5|
la 2a 3c 4a
■ Read through the instructions with the class and elicit suggestions of information for each area. You may wish to decide the grouping yourself or let students choose their own groups. Students within each group decide who is going to make notes about which areas.
■ Allow time in class and/or at home for students to research their topics, make notes and prepare for the class discussion. Be available to help the groups if necessary.
■ In turn, each group presents their information to the class. If you wish, the rest of the class can ask questions at the end of the group's presentation.
■ As a class, students discuss similarities and differences between their country and Wales.
'«cte: phonetic translations: Saxons /'saekssnz/, Vikings • iikiqz/, Dylan /'dibn/, Zeta-Jones /'zi:ts d3»unz/.)
• Students work individually, reading the article again and -matching the sections with the headings.
• Ahen checking students' answers, ask them to read out the sentence which introduces the topic of the section. Point out that the topic of the extra heading (Welsh Sport) comes in the section about Welsh Culture but it is only used as an example of the importance of music in Wales.
A Welsh History В The Welsh Language С Welsh Culture
D Symbols of Wales
■ To check and consolidate grammar studied in this module: the future, articles.
■ To revise advertising and shopping vocabulary.
■ To practise using multi-part verbs.
■ To study different sounds with the same spelling. Resource used
Routes through the material
>■ Short of time: give some of the Review exercises for homework.
■ If you wish, give students time to look back at page 61 (the verb forms used for the future).
■ Advise students to read through each item first before completing it.
■ Check students' answers by asking individuals to read aloud the complete sentences. If students disagree about an answer, encourage them to discuss the speaker's attitude in the situation and see if they have interpreted it differently.
1 'm going to study 2 leaves, arrives 3 41 have/m going to have, 41 have 4 may/might win 5 is going to bite 6 're going, 're staying/going to stay 7 are going to/will win 8 41 come 9 41 win
Q Exercise 2
■ Students work individually, completing all the answers in the quiz with the where necessary. Check that students have completed this part of the exercise correctly.
1 a/b/c the 2 a/b/c - 3 a/b/c - 4 a/b/c the 5 a/b/c the 6 a/b/c the 7 a/b/c the 8 a/b/c the
■ Students then work individually or in pairs, choosing the correct answers.
■ Play the recording for students to check their answers.
|Answers 1 makes 2 top 3 standard, luxury 4 warm|
lc 2a 3c 4b 5c 6b 7a 8c
Tapescript See page 147.
■ After checking students' answers, ask pairs of students to read aloud the quiz, one student reading the question (and three option answers) and the other student giving the answer. Correct any serious pronunciation errors.
■ Check students' answers by asking individuals to read aloud the sentences.
■ Write words on the board for students to make sentences containing them: produce quality bargain guarantee exclusive special
■ Students can compare answers in pairs before checking answers as a class.
1 in 2 back 3 through 4 away
■ Write more multi-part verbs on the board and ask students to make sentences with them: shop around try on take back ring up
Pronunciation: Vowel Sounds (2)
О Exercise 5
■ Read aloud the instruction and say the words in the first item (eo) with the class. Give students time to read through all the words, saying them to themselves and focusing on the pronunciation of the underlined letters in each word.
■ Play the recording for students to listen to the words and see if they pronounced them correctly.
■ Then play the recording several times for students to listen and repeat the words.
■ Students work in pairs or small groups, looking through modules 1-4 and making a note of more examples of the sounds. To save time, ask some students to look through module 1, some students to look through module 2 and so on.
■ Write the nine letter groups (1 ea Z ai 3 ia etc.) on the board. In turn, students add words to the lists and say them. Correct any pronunciation errors.
■ Students work in pairs, working out the proverb.
Never judge a book by its cover.
■ As a whole class, students discuss what they think the proverb means (The appearance or 'outside' of a thing or person can be deceptive or misleading). Ask students if there is a similar saying in their own language.
Check Your Progress
■ In groups, students discuss the answers to the three questions.
■ The groups can then report back to the whole class and see if there is general agreement about the answers.
■ Tell students which activities and language areas you thought they coped with well and which language areas need further practice.
f-ough the Module Objectives with the class. If ] sn, do a quick revision activity to revise words . :cudents already know to describe people. Tell the .. —e name of a famous person, e.g. a sports person, -c-er. Elicit words to describe this person's coearance.
-rn bald, dark/fair/red/grey, fringe, plaits, ponytail, -c jider-length
Age: in her/his (early/mid/late) teens/twenties/thirties, —cdle-aged
race: chin, eyebrows, forehead, freckles, lips, т-oustache, shape: narrow/thin/long Seneral: good-looking, dark/light complexion, short, tad. well-built
■ Students read the Key Words and check the meaning in ne Mini-dictionary. Check the pronunciation of words such as bald, plaits, moustache.
■ Students work in pairs, adding the given words and words of their own to the lists.
■ Check answers by asking students in turn to read out :ieir words, spelling their own words where necessary.
The police are looking for a man in connection with a robbery. He was last seen in the London area. He is in his thirties. He is of medium height with short, dark hair. He was last seen wearing a blue baseball cap, a long-sleeved blue shirt and sunglasses. If you see this man, please contact your nearest police station. ... The police have also issued this photo of a woman who disappeared last Saturday. She is in her late twenties. She has dark hair and a dark complexion. She was last seen shopping in the Notting Hill area and was wearing jeans and a yellow T-shirt. If you know anything about her whereabouts, please contact...
■ Ask students to listen to the recording again to find out why the police are looking for each person and where the person was last seen. Answers
1 The man may be connected with a robbery; last seen in the London area. 2 The woman disappeared last Saturday; last seen in the Notting Hill area (of London).
■ Ask one of the students to read aloud the example sentence (Answer - the woman in the photo fourth along, second down).
■ In pairs, students take turns to describe the people in the photos for their partner to guess who it is.
■ Some of the students then say one of their descriptions for the rest of the class to guess who it is.
-air: blond, curly, long, wavy (students may add words like: straight, short)
Age: elderly (students may add words like: young, about 80) Face: beard, wrinkles (students may add words like: eyelashes, cheeks)
General: overweight, slim (students may add words like: of ■medium height, thin)
■ Read aloud the example sentences. Students work individually, writing sentences to describe someone famous. Remind them not to give the person's name in their sentences. Monitor and help students correct any language errors.
■ In pairs, students read their partner's sentences and see if they can guess the person.
■ Some of the students can read aloud their sentences for the class to guess the person.
«/ Exercise 3
■ Give students time to look at the big photo before they listen to the recording. Play the recording once for students to listen and match the descriptions with two people in the photo. If necessary, play the recording again.
1 The man in the blue baseball cap is in the bottom right- hand corner of the photo.
2 The woman in her 20s in the yellow T-shirt is on the right towards the back of the photo.
■ To practise describing people and clothes in photos.
■ To discuss differences between two generations, s To read and understand diary extracts.
■ To practise using reading strategies for inferring.
■ To practise using prefixes to make opposites of adjectives.
■ To act out situations between a parent and a son or daughter.
This lesson encourages students to think about and discuss differences between their generation and their parents' generation. The issues need sensitive handling, especially if you are aware of any of your students experiencing difficulties at home and not getting on well with their parents.
Yvonne Coppard is a writer who lives in Cambridge. She is an ex-teacher and specialises in books for children and about teenage issues.
The 'Gothic' style of fashion for teenagers has been around for a few years and is a later development of the punk movement which was around in the 1980s. Clothes are black and rather shabby with large boots and plenty of tattoos and piercing. It is a minority fashion and is associated with heavy metal or hard rock music like Guns n Roses or Nirvana.
Дата добавления: 2015-10-26; просмотров: 169 | Нарушение авторских прав
|<== предыдущая страница|||||следующая страница ==>|
|Routes through the material|||||Xabulary: Opposites|