Short of time: give some exercises for homework, e.g. Exercises 1 and 11.
»■ Plenty of time: do the Options.
>■ 2 classes for this lesson: break after Exercise 6.
Before you start Exercise 1
KEY WORDS: Schools
assessment, choir, homework, library, private school, ^ rules, school trips, science laboratories, state school ^
■ Read through the Key Words with the class and the words in the table.
■ Students check the meaning of the Key Words in the Mini-dictionary and copy and complete the table.
■ Check answers by asking individuals to read aloud the words in each section of the table.
Types of school: private school, state school Facilities: library, science laboratories Activities: choir, school trips Discipline: rules
Learning: assessment, homework
■ Ask students to make sentences using some of the words in the table. Give them one or two examples, e.g. We've got three science laboratories in our school. I don't think I'd like to go to a boarding school.
■ Read through the Strategies with the class. Ask students to give examples of frequency words (e.g. every week, often) and quantity words (e.g. six, a lot). Remind
students of the Strategies for answering multiple-choice questions when reading a text (Lesson 1).
О Exercise 3
■ Work through the Strategies with the class. Give students time to read the questions and alternative answers and try to predict answers if they can.
■ Play the recording for general comprehension and for students to mark any answers that are clearly correct.
■ Play the recording a second time for students to complete their answers. If necessary, play the recording a third time.
lc 2b 3a 4b 5b 6a 7b 8b 9b 10 с
Tapescript See page 147.
■ After checking answers, ask students which of the five schools they think are in the two photos, A and B. (Suggested answers: Photo A - James's school; Photo В - Barbara's school.)
Q Exercise 4
■ Read the instructions and the example question. Ask students if they can remember the answer to the example question (Saturday afternoons and Sundays). Check that students understand what to do.
■ Play the recording several times, pausing it after each speaker for students to make notes.
■ Students work individually, writing a question for each speaker (and noting the answers to their questions). Monitor and check question forms.
■ Students work in groups, taking turns to ask and answer their questions. Monitor and make a note of any problems students have with question forms or pronunciation. Go over these with the class afterwards.
■ When students have finished the groupwork, play the recording again for them to clarify any remaining queries.
■ Read aloud the questions and point out that students are asked to give reasons for their answer to question 2.
» Students work in small groups, discussing the questions and making a note of their answers.
■ The groups then feed back to the class.
■ Ask students to think about their 'ideal' school. Elicit two or three sentences and write prompts on the board, e.g.:
It would be (in the centre of town but near a park). The timetable would include ... ш In pairs, students discuss and plan their 'ideal' school, thinking about where it is, how big, facilities, timetable, school rules, etc.
■ The pairs then form groups with another pair and exchange ideas. Monitor but do not interrupt students' fluency. Go over any general language problems with the class afterwards.
• • ■» students time to read through the opinions (1-9) : -<: -eplies (a-i) in the Function File and see if they can ; _r5s which replies could match some of the opinions.
■ - the recording, twice if necessary.
■ !ieck students' answers by asking pairs of students to -•ad aloud each opinion and the reply.
■ i^er checking students' answers, play the recording r;ain for students to focus on stress and intonation >nen politely disagreeing and contradicting.
lc 2a 3f 4 e 5b 6 i 7d 8g 9h
Student 1: Did you see that programme last night about
Student 2: Yeah, interesting, wasn't it? Student 1: Yeah. That alternative school in America sounded :-eat. I'd really like to go there. There's no timetable, and you don't even have to go to lessons. I think it would be great. Student 2:1 don't think so. I think you'd get bored after a «hile. And you'd fall behind with your studies. Student 1:1 don't agree. That girl did computer studies at jniversity. She must have learned something at school. Student 2: Not necessarily. Maybe she learned things in her free time. In a school like that, I'm sure most students would just do nothing.
Student 1: I'm not so sure. I think I'd enjoy organising my own timetable and doing what I wanted. Better than our school. Mind you, at least we don't go to a school like that traditional one, you know, the one with lessons on Saturdays. That must be awful.
Student 2: Not really. I often catch up with my work at weekends. And the boy had free time during the week. That's probably better, isn't it?
Student 1: No, it isn't. I prefer to have time off at the
weekend and relax a bit. And they had loads of homework. I
think we have too much homework.
Student 2: Perhaps, but we have to do some work at home.
Student 1:1 suppose so, but it's better to study because you
really want to, not because you've got to. And I wouldn't like
a school with all those rules. I mean, they couldn't go out
when they wanted. That's awful.
Student 2: Don't exaggerate. You just don't like ...
w Exercise 8
■ Play the recording several times for students to listen and repeat the expressions (the expressions are in the same order as the answers to Exercise 7). Encourage students to copy the speakers' stress and intonation patterns.
1 I don't think so.
2 I don't agree.
3 Not necessarily.
4 I'm not so sure.
5 Not really.
6 No it isn't.
7 Perhaps, but...
8 I suppose so, but...
9 Don't exaggerate.
each heading. Students then work individually, thinking of and making a note of their own ideas.
■ Ask two students to read aloud the example conversation. Elicit suggestions for continuing the conversation.
■ Students work in pairs, talking about the topics and disagreeing politely with everything their partner says. Remind students to use expressions from the Function File with the correct intonation. Monitor and pay particular attention to polite intonation patterns.
■ Give students time to think of their own opinions about schools and how to express them.
■ Students then tell the class some of their own opinions.
■ This may develop into a more general class discussion of the changes students would like to see in their own country's education system (and lead on to discussion of the Quote ... Unquote).
Vocabulary: Multi-part Verbs (7)
О Exercise 11
■ When students have completed the exercise, play the recording for them to check their answers.
Tapescript and answers
1 If you fell behind with your work, they'd go over it with you.
2 They'd help you catch up with your work at weekends.
3 If you got on with your work, you were OK.
4 At weekends, we used to get together and go into town.
5 I took up swimming - there was a club after school.
6 When I first started, I put off studying for weeks!
7 In the end, I went on to do computer studies at university.
8 Most kids were into football, but I wasn't interested in sport.
|Speaking Exercise 9 ■ Write the four headings on the board. Elicit some advantages and disadvantages and write notes under|
9 We set up the school's first web page.
■ After checking students' answers, play the recording again for students to listen and identify who said the sentences 1-9. Answers
David: 1, 2, 3, 4; Mary: 5; Barbara: 6, 7; James: 8, 9 Exercise 12
■ Students work in pairs or groups, making sentences about their own school and using the multi-part verbs from Exercise 11.
■ In turn, each student says a sentence to the class.
QUOTE ... Ш£ООТЕ
■ Read the quote with the class and encourage students to explain it. What do they think they will 'forget' when they leave school? What will remain with them when they leave school?
■ What sort of person would they call an 'educated' person?
28 Communication Workshops
а To talk about a photo.
■ To listen to and understand a phone call requesting information.
■ To practise using strategies to ask for information when telephoning.
■ To practise using strategies for dealing with misunderstanding.
■ To write a 'For and Against" essay.
■ To use linking words for addition, contrast, example and conclusion.
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