Describing a Place Stage I

■ Tell students they can choose any sort of building they have visited and about which they can find out information. Give students time (in class or at home) to find out about their place and its history.

Language Problem Solving 10-------------------------------- -------- Verbs with -ing form and to + infinitive

This Language Problem Solving deals with verbs that can be followed by infinitive or -ing form but with a different meaning (forget, remember, regret, try, stop) The most difficult difference to understand is in the verb try. Reassure students that there is no 'logical' way to know which verbs take -ing and which take to. It's just a matter of learning them and using them frequently.

Mini-grammar: 14.5

Exercise 1

■ Read aloud the instruction. Do the first item with the whole class, looking at the pictures and matching them with the sentences. Check that students understand the difference in meaning by asking them to translate each sentence into their LI.

■ Students complete the exercise working individually. They can compare answers in pairs before checking answers as a class.

Answers

la 2b 3a 4b 5a 6b 7a 8b 9a 10 b

Exercise 2

■ Give students time to read through the definitions (a-j). Then look at the example answer and do the second item with the whole class.

■ Students work in pairs, completing the exercise.

Answers

ЬЗ с 8 d 9 e 6 f4 g7 hi i5 jlO

Exercise 3

■ Students do the exercise working individually.

■ Check students' answers by asking individuals to read aloud the sentences. When checking answers, ask students to suggest who is speaking in sentences 2, 4 and б and what Chris doesn't turn off in sentence 10.

Answers

1 adding 2 to inform 3 to buy 4 to put 5 coming 6 running 7 eating 8 giving 9 going 10 to turn

Exercise 4

■ Read through the first dialogue with the class and elicit suggestions for completing it.

■ Students work in pairs, completing the dialogues so that they make sense.

■ When checking answers, tell students that there is not one right answer but that several different answers are possible. Hear as many answers as you can.

Suggested answers

1 to close the window 2 putting your number in again 3 accepting the job 4 working on the computer for such long periods 5 to turn off the cooker

Llture Corner 10

* *source used

its sette/CD. iackground

--ad by Geoffrey Oryema is from the CD Beat the -.:er, a WOMAD production for Real World Records

2993.

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■ ^;rad aloud the introductory sentence (Different kinds of itsic...) and the title (World Music). Ask students to со* at the pictures of the singer and the instruments. Encourage students to guess what sort of music the

igers and instruments make and which part of the -ortd they come from.

• iead through the questions with the class so that::udents know what information to find in the text, indents work individually, reading the text and answering the questions.

■Check students' answers. If you have a large world map, risplay it so that students can see where the countries are. Tell students not to worry about the pronunciation of proper nouns in the text.

• After checking answers, ask students if they agree with the answer to question 3. Are there any other benefits of World Music that they can think of?

■ The groups then feed back to the class and see how many of them have interpreted the song in a similar way. Emphasise that there are no 'correct' answers to the questions and encourage students to explain the reasons for their interpretation of the song.

Possible answers

1 himself/an absent friend or lover/god 2 Perhaps his girfriend/a close friend or relative has left him or died. 3 He feels he doesn't belong anywhere/He feels completely alone.

Exercise 5

■ Read through the images with the class. Give students time to work individually, deciding which of the things the images from the song refer to.

■ Students discuss their answers as a whole class, giving reasons for their answers.

Suggested answers

1 loneliness 2 feeling sad 3 wasted time 4 African proverbs

Exercise 6

■ Students work in groups, answering the questions, and then discuss their answers as a class.

Option

■ Students may like to bring in recordings of their favourite traditional music from their own country and/or examples of modern music with traditional influences. The class can vote for three or four of the recordings to play in class and listen to. Students then discuss how the music makes them feel and what they think the special qualities of this music are.

Exercise 2

■ Students discuss the questions, working as a whole class or in groups.

■ If some of the students know a lot about particular singers or types of World Music, ask them to tell the other students what they know. Encourage the rest of the class to ask questions.

i / Exercise 3

■ Play the recording several times for students to listen and read. Ask students how the music makes them feel. Revise appropriate vocabulary of emotions. Encourage students to guess the meaning of any unfamiliar words from the context or to look them up in the Mini- dictionary.

Exercise 4

■ Read through the questions with the class. Tell students there is no single right answer but students are asked what they think. Give students time to think about their answers and the reasons for their answers.

■ Students work in small groups, discussing the questions and exchanging opinions about the answers. Remind students to agree and disagree with each other politely. Monitor but do not interrupt students' fluency. Make a note of any common language problems to go over with the class afterwards.

Review 10

Objectives

■ To check and consolidate grammar studied in this module: wish and should to express regret, verbs with -ing form and to + infinitive.

■ To revise vocabulary: verbs of movement, multi-part verbs.

■ To practise word stress. Resource used

Cassette/CD.

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