О Exercise 6
■ Ask students to look at the six transcriptions for the sounds in the Phonetic Chart in the Mini-dictionary. Check that students can pronounce each of the sounds separately.
■ Do the first sentence with the whole class.
■ Students then work in pairs or groups of three, finding the sounds in the sentences.
■ Play the recording for students to listen and check their answers. You may like to write the sentences on the board for students to come up and write the phonetic symbols under the letters in the sentence.
1 marriage /dj/, this /9/, century /tj/, that's /9/, prediction /J/
2 the /9/, teacher /tj/, with /9/, short /J/, thirties /0/
3 both /6/, them /в/, then /9/, watched /tj/, television /3/, together /9/
4 think /5/, she's /J/, sympathetic /6/, cheerful /tj/, generous /d$/
5 unusual /3/, both /9/, maths /6/, literature /tj/
6 think /6/, should /J/, China /tj/, this /9/, January /&/
я Students then listen again and repeat the sentences.
■ If there is time, ask each student in turn to say one of the sentences.
■ Students work in pairs working out the proverb. Answer
Absence makes the heart grow fonder.
■ Tell students of another saying: Out of sight, out of mind. Ask students which saying they think is true.
Check Your Progress
■ Students look back at the Module Objectives and, as a whole class, discuss the three questions and see if they have the same opinions.
students' attention to the Module Objectives. Ask Jents to predict which activities they will find most -re'esting or most difficult. Elicit examples of - xcational issues that people feel strongly about in ne students' own country and that could be suitable :::ics in 'for and against' essays.
"he painting School of Athens is by Raphael 1483-1520), an Italian painter. It is a study of famous j-eek philosophers and became an influential model of classical order and balance. Aristotle and Plato are in the centre of the painting, talking to one another.
Auguste Rodin (1840-1917) was a French sculptor. He ad plans for a huge sculpture of over 200 figures, called The Gates of Hell. He never completed it but ■nany of his most famous works, including The Thinker, derive from it.
■ Give students one minute to study the words in the box.
■ Students close their books and, working in pairs, write all the words they can remember.
■ Check students' answers by asking individuals to write words on the board. Students then open their books and check the words and spelling.
■ Read through the Strategies with the class.
■ Students discuss which Strategies they used to remember the words in Exercise 1.
■ Ask students what strategies they use to remember other things, e.g. people's names, telephone numbers, passwords.
■ Students work in small groups, writing sentences containing some of the words from Exercise 1. Tell students to use more than one word in a sentence if they can, e.g. This is a photo of a statue of a woman playing a mandolin.
■ The groups then read some of their sentences out to the class.
О Exerase 3
■ Give students time to read through the strategies (a-d) before playing the recording.
lb 2d 3a 4c have to learn a list of words I just repeat them aloud to myself, again and again, until I can remember them. Sometimes a word makes me think of another in the list. Pablo: Mm, it's hard to say. It depends on the words, but I often sort of break a word up into different parts, you know, like inter-nation-al, and this helps me understand how they fit together. Sometimes, words are similar in my own language, too, which helps me remember them. Hilmi: This may sound silly, but I have a bag in my room. I write translations of new words on bits of paper and put them in the bag. After a week, I open the bag and see if I can remember the words in English. And I write translations in my vocabulary book and ask my mum to test me. And sometimes, I test myself on my way to school. You know, I say things in English to myself!
■ Ask students which of these ways they use to remember vocabulary and which of the ways they are going to try in the future.
■ If students ask about the nationality of the speakers on the recording, tell them Johan is Dutch, Basia is Polish, Pablo is Spanish and Hilmi is Turkish.
■ Use the recording for more intensive comprehension work. Divide the class into two groups. Ask one group to listen carefully to Johan and Pablo and the other group to listen carefully to Basia and Hilmi. Play the recording again for each group to listen for more detailed information given by their two speakers.
■ The groups then tell the class what they can remember.
■ Students read through the list and choose three things they are good at remembering or learning.
■ In pairs, students say what they are good at and give examples, e.g. three or four dates that they have learnt or remembered.
■ Some of the students report back to the class about themselves and their partner.
■ As a whole class or in groups, students play this 'chain' memory game, e.g.:
Student A: I opened my bag and found a pen. Student В: I opened my bag and found a pen and a dictionary.
Student С: I opened my bag and found a pen, a dictionary and a sandwich. Student D: I opened ...
|Tapescript Johan: I write down new words several times on rough paper. This helps me to spell them, too. Oh, and I also draw little pictures in my vocabulary book, you know, for fur I'd maybe draw a fur coat. And I also imagine the pages of the coursebook in my head, you know, photos might help me remember a few words, or even grammar structures. Basia: I can't remember vocabulary very well. I suppose if I|
If a student makes a mistake, he/she is 'out' of the game.
25 Get Learning!------------
■ To practise talking about photos.
■ To read and understand articles about learning new things.
■ To practise using reading strategies for identifying facts and opinions.
■ To practise using expressions with get, have, make, take.
я To ask and answer questions from a questionnaire about learning.
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