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Teacher's Notes 10

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173 views10 pages

Teacher's Notes 10

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vilemjr
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TEACHER'S NOTES TOP CITIES OVERVIEW Introduction Ss revise and practise different uses of ike asa verb and TONG preposition They learn vocabulary to describe a city and READING | read about the best cites for young people re VOCABULARY | describing city SUPPLEMENTARY MATERIALS LISTENING | listen to conversations about diferent cites Re arans GRAMMAR | Uses of ie Language bank pie6-167 PC NUNC TION ee tee oe Ex 1A:a world map and photos of well-known cities not on SPEAKING | discuss qualities of different places the ist on 9165, eg Madd, Bertin, Cape Tow, Buenes Aes, WRITING | use formal expressions to write an email Sto Paulo, Mscov, Bangkok Ex3A:aworld map STN READING | read an article about crime and punishment ‘Warm up. VOCABULARY | crime and punishment Lead into the topic ofthe lesson. Ask: What do you lke about GRAMMAR | present/past passive ‘your town/city? sit a nice place to lve in? Why/Why nat? necessary, rite prompts for Sson the board, eg, ienly, safe, clean, attractive, good facties/nightlfe/piaces to eat and shop transport teresting events. Elicit some examples, then Bive Ss 4-5 mins to discuss the questions in pairs/groups. In ‘multilingual classes, put Ss from different countries in different EES palrs/groups. In feedback, discuss Ss’ answers and find out ‘hat 5s like/don' like about their town/city. VOCABULARY | problems PRONUNCIATION | weak forms: wos/were SPEAKING | discuss alternative punishments to fit the crimes LISTENING | listen to people complaining Heal FUNCTION | complaining LEARN TO | sound fim, but polite Culture notes PRONUNCIATION | sentence stress Dubai is stoteon the Arabian Gulf one ofthe seven SPEAKING | talk about problems ina school United Arab Emirates and the most populated/expensive. Prague isthe capital ofthe Czech Republic and an important industrial centre tis known for its Old Town Scuare, which has colourful baroque buildings end Gothic DUD | watch an exact rom a BBC documentary about an churches internet sensation Melbourne ithe second largest cy in Ausland the speakout | anissue capital ofthe state of Verona inthe southeast ofthe writeboek | 3 web comment ‘our. tis an importer business, indus and cull cent. 4A you've brought phots of wel known ces, use them as proms firth dion nell sore example he Feces vein he See rns toch chokes ETAT wrenvews inp sng the pepe rom tearm ps needback el discuss Ss’ answers and write thelr suggestions on the board. Communicative revision activities How do you feel about city life? B Ss ead the text and then check the list of cities on the This ideo extends and consolidates Ss" vocabulary board against thelist on p165. in feedback, ask: How many of describing a city and extends discussion on the ‘are tne same/different? Do you agree with those onthe ist? advantages and disadvantages of city life Use the video at lciy/Discuss Ss’ answers. the end of Lesson 10.1 or atthe stat or end ofthe unit, WSR DESCRIBING A CITY 2A Read/Check unfamilir words inthe sentences, then give ‘552-3 mins to answer the question alone or in pars. Elicit and discuss reasons for their answers, Answers! 1) 2-3 4) 54 6 7 By 9+ 104 ue 22- Oe TEACHER'S NOTES B Play the recording. $s listen tothe sentences, mark the stressed ‘words, then compare answers in pairs before class feedback answers: 3 There’ alot of taf. 4 thas beautiful 5 The peone we endly ad pote 6 Theres alt of crime, 7 Wtsvery polluted. 8 There are nice parks and green spaces {9 Ithas good shopping and nightie, 40 There arelots of things to see and do, 11 Its expensive to ve there. 22 Its very crude Play the recording again for Ss to listen and repeat, paying attention to sentence stess. Dil the sentences chorlly and individually 1D There are si positive sentencos. Give $s:3~4 mins to decide on the three most important ones in pairs, giving reasons for their ‘choice. $s then compare their ideas with another pair and should {ry to come toan agreement on the three most important things fora city In feedback, discuss Ss’ answers. They should agree on/ vote forthe top throe factors. SENN ‘3A Fist, elicit what Ss know about the cites in the photos. possible, elicit their locations on a world map. Check the rubric and play the recording, Ss should make notes ofthe positive/negative things mentioned, and compare answers in pairs. In feedback, elicit as much detail as possible about the three cites. Answers: Speaker 1: Nelbourne - great city friendly and fun; ots of things tosee and do; very ary lots of cafés and street ar, musi; good nightie; good publictranspor; good atmosphere: great location, fantastic beaches | ‘Speaker 2: Dubai -one ofthe wor’ fastest growing cites; ots of people, very crowced; great shopping: good nightie; ots of bars and clubs; notalotofcime; streets are very safe; rafficisterible, everybody dives acar petrol cheap lots of cheap taxis so you ‘ont have to dive Speaker 3: Prague -one ofthe best cities in the work o beautiful, lke the city of your dreams; beoutiul buldings and squares; old streets wonderful to walk along: full of culture, nus, restaurants and bars; very cold in winter ~a lot of snow; sunny in te summer ‘soyou cansit outside in the cafés or walk up to the castle; very ‘special city; people ae very friendly 1B Ss read the questions fist. Stronger Ss might be able to write some ofthe answers before they listen. Play the recording again. ‘Ss write their answers and compare them in pairs. In feedback, play the recording. Tell $s to say Stop! at each answer (in bold in the audio script below, ‘Answers: 2Prague 3 Dubai 4Melbouine Dubai 6 Prague 4 Give $s 3-4 mins to read and underline the phrases, Tell ther the words are not always exactly the same, Elicit/Check the phases, In feedback (underlined in the audio script below), Then ask Which (ofthe three cities would you like to vein? Ss discuss the question in pairs, groups or asa class, ‘Suggested answers: See the underlined phvasesin the ‘uci stip below Conversation 1 isinterviewer = Daniela Daniela, so you lve in Melbourne, right? Ds Vea that right ‘Well Melbourne has been voted one ofthe best cites to lve in for young people So vivat do you tink? Do you like ving in Melbourne? D: Iloveit Melbourne isa realy great ty ts very friendly an fun, ‘Umm . there lots of things to see and do. 0k, so you can go out alot? Yeah, its very ary there are lots. of cafés and street art. music and the nightlife is realy good. People like to anjoy themselves in Melbourne Ir That’ great. And what about getting around? Whats the public transport like? Public transports really good, actually t's quite cheap and its efficient You can go everywhere by tram and sometimes its even free. 50, what do you lke best about living in Melbourne? | thinkit’s probably the atmosphere. Also its a great location's ‘eally lose to some fantastic beaches, so theres surfing Is got everything really I's 3 great city Conversation 2 Interviewer: Rick, you've lived in Dubai for... what. four years right? Yeah four years, So what's it ike ving n Dua? Well, read that Dubal is one ofthe words fastest growing cites, 0 there area lat of people ad i's very cronded Its. a great cty for shopping and gping out. nd it has really good nightie with lots of bars and clubs. Wsitasatediy? Fe Yes, there isn't alot of crime. The streets are very safe. But one of the biggest preblems is the raf Everyone dives acarhere— petrol is stil cheap so the traffic’ ter le One good thing isthe taxis though. There are lots of them and they're cheap, so you oni have ta hive. I: What about Prague? What's Prague lke, Matt? 'M: Ive always loved Prague think it’s definitly one ofthe bes ties in the warld, ‘what do you tke best about ving in Prague? Xs Ithink it hasta be the city ise Its so beautiful tsk the ity ‘of your creams, with beautiful buildings and squares. The old streets are wonderful to walk along, iis full ofcukure, musi, bats restaurams ‘what about the weather? What's the weather ke in Prague? Yeah. OK when Larived in Prague, twas minus seven degrees So, obviously it gets vary cold in the winter, and there i alt of snow But, jn the summer, the sun shines and you can sit ouside in the cafes or walk up to the castle. sa very special city and the people ace co friendly USES OF LIKE Tas Ss often translate fom thelr Li and say, eg. How is your city? ‘or confuse the forms in English, eg. How ist ike your city? Highlight/Check the to forms clearly and comet erors at al stages ofthe lesson. SA Ss match the questions with the answers and compare answers in pals before feedback Answers: 16) 20 3a) 4e) 5d) B write questions 1 and 3 on the board. Elicit Ss’ answers and ‘underline be lite and do you ie in the sentences. Ask: Which ‘questions ask fora descrption/an opinion? (questions 1,2 and 4) Answors: 13,5. 21,2,4 [> LANGUAGEBANK 10.4 p14s-147 Ss can refer to the tables/notes when they do the exercises In ExB check peaceful Answers: 4.1 What's your ner job ke? 2 Doyoulike my new dress? 3. Whatis tapas lke? 4 What’ the weather lke there? 5 Doyou lite ving in the country? B1d) 2b) 30 40) 52) 1 Ike tstentstenng to musi. 2 How Whats the fat ke? 3 Did you like 4 What's fe lke ho? 5 What's tke the weather tke? 6 Ae Do youllie speaking English? GA Do the first question as an example and check the rule. $s then do the exercise alone and compare answers in pars. Do not check ‘answers at this stage - $s wil heck them in the next exercise B Sslisten and check their answers. Recheck the rules in feedback Play the recording again for Sst listen and repeat the questions ‘Answers: 1itlke 2youlthe 3 What’ tke 4 do you like lit example questions for question 1. Ss then write their own Monitor and help Ss with accuracy, prompting them to self-correct. D Lookat the example conversation and do one mare example for question 1 with a strong student, Monitor while Ss take turns to ask and answer their questions. Again, prompt Ss to corect their mistakes. In feedback, nominate Ss to ask and answer thelr {questions in open pairs across the class. Encourage them to correct ‘each other’ errors. Do remedial work if necessary 7A Elict/Discuss some cities Ss know well, including those Ss talked about in the Warm up. Give Ss 4-5 mins to write their notes. Help them with languageif they need it B In muttiinguot classes, put Ss from the seme country in the same groups. Monitor discreetly while Ss describe their chosen cities, making notes of examples of good language and problems. “They should iscuss/agree on ane city which shauld be n the top ten places to live in the world. In feedback, nominate Ss from each {group to tell the class about the city they've chosen to bein the top ten giving reasons. The class then vote for eof them. Write ‘examples of 5s errors and good language on the board. discuss, ‘and coerect the erorsin pals. TEACHER’S NOTES UIUUINIEN USING FORMAL EXPRESSIONS ‘BA Give Ss 2-3 mins to read the email and answer the questions. Cheek answers in feecback. “Answers: She's writing to ask for move information about the Bed and Breakfast. She wants to know 1) itis possible to travel easly into the town centre by public transport and hew much it costs 2)Ifitssae to walk home in the evening 5) she can getadiscount If she stays forthe whole month. B Gives 1 min ta reread the email quickly and answer the ‘question. Discuss the answer in feedback ‘Answersi The language is formal You con notice expressions tke ‘ea Si/Medm, Yous faithfully ele. © Cheek the rubric and example. $s undertne the formal expressions in the email and complete the table, Get them to check answers in pairs before Feedback, ‘lwould tke to .., I wouldtike look Forward to hearing ‘Answers: am writing to ask for toknowif...,... itis possible to from you; Yours faithully 1D Give Ss 3-4 mins to prepare notes for their emails Ss then ‘write their email alone. While Ss write the first draft, monitor and provide support. When they have finished, encourage them to “show thelr work toa partner before they write a final draft Homework ideas + xD: Ss write a Final draft oftheir email (and put ton the class blog or send it to you). + Language bank 10.1 ExA-C, pl47 + Workbook Ex 1-9, 9-60 yy) TEACHER'S NOTES CRIME AND PUNISHMENT Introduction Ss earn and practise the use ofthe present and past passive forms in the context of crime and punishment. ‘SUPPLEMENTARY MATERIALS Resource bank p183 and plas Language bank 146-147 Photo bank p159 (Ss may need dictionaries) Ex2C: dictionaries ‘Warm up. Lead in tothe topic and language ofthe lesson, Write examples of ‘modem crimes on the board, eg. illegal downloading of music/ flms/books from the internet, DVD piracy. Ale What co you think of this crime? sit serious? Do you think material on the intemet should be free for everybody? Should people who cammie this crime be punished? How? Should they go te prison or get a fine? Give Ss 3-4 mins to discuss the questions in pars/groups, then discuss as class BEG ‘2A 5s read the words in the box. Don't check meaning until they've tried to match them withthe photes. In feedback licit/ teach the words Ss know/don’t know and dill the pronunciation, Ss copy the words into their vocabulary natebaoks and underline the main stress (sae answer key below), Answer rude Bapesding Cink ding O grat Optional extra activity ‘Ss tank the crimes inthe box inorder of seriousness. They frst decide on the order alone, making notes of thelr reasons. They ‘compare ther answers in pairs and must persuade each other to-agree on the same order. They then wark with another pait ‘and do the same thing. Monitor and help Ss with language they need. n feedback, licit each group’ order and wile ton the board, Ss should then discuss/come to an agreement on the same order asa class, 'B Check the rubric and elicit some examples. Ss discuss in groups for 3-4 mins and report back tothe class, In multilingual classes, Put Ss of diferent nationalities inthe same paits/groups. Eee AA Check the rubric and the title ofthe tex. Give Ss 4-5 mins to read the introduction and answer the questions in pars. In feedback, nominate $s to answer Check fineprison sentence Answers 1 He stole books froma bookshop. 2 Hewas sent to read stories and books to hospital patients 3-Giving punishments that fit the crime, eg not prison sentences B Check the example and elicit other alternative sentences for this crime. Ss then discuss for 4-5 mins and note down their idees. Elcit/Check all answers in feedback. Ss should make nates and vote forthe best alternative sentences for each crime, © Give $5 4-5 mins to read and check the ideas mentioned there. ‘They should use dictionaries to check essential vocabulary. In Feedback, nominate 5s to talk about the ideas from Ex 2B that were ‘mentioned. Check new words ifnecessary. 1D Cheek the rubric and elicit an example foreach opinion, eg. "think it’ 0 great idea becouse it helps criminals to earn fiom their crimes, Give 5s 3~4 mins to discuss. Monitor and support Ss with language they need if necessary. In feedback, nominate Ss from ‘each pair to take turns to tell the class about an advantage/ disadvantage. The class then discuss/vote on whether alternative sentencing is good idea or not. Optional extra activity In groups 5s discuss alternative sentencing for more serious crimes eg, murder, bank robbery, kidnapping. CRIME AND PUNISHMENT ‘BA Check the example, Give Ss 3 mins to write and compare thelr ‘answers in pairs. In feedback, check/dil the words. Answers: 2prizon sentence 3 writing graft ‘community service Stheft éshopliter 7 fraud shoplifting 9fine B Give Ss 2 mins to complete the table and check their answers in pairs before class feedback. Answers: iminek: shopliter ‘ime: writing graft, thet fraud, shopliting punishment: prison sentence, community service, fine speal@ut TIP ead the Speakout tip with Ss elicit ather examples from the lesson sofa, eg. punish/ounishment,crime/criminal | [> PHOTOBANK pi59 | 1s an use their dlctionaries iF they have difficulty matching, | the words. n Feedback elicit/heck and cil the answers. | Gives 3-4 mins to write sentences Check them in feedback, | Answers 1 People: 1BDERG 2460 38 4A Verbs:5D 6F 7G ae 9c 2 (Suggested answers) Criminals breakin and shoot people, Police oficers arrest criminals, lp vitims and investigate PRESENT/PAST PASSIVE ‘Ssusvally find the passive form easy to understand, but may. make mistakes with the form, eg. He din’ wos arrested, The thief was never catched. They may also use the passive when the active would be more appropriate, eg. Te money was stolen bby me. vs stole the money. ts important to check the formn/use ofthe passive carefully and provide appropriste practice in natural context, 4A 5s complete the tables alone and then compare answer in pairs In feedback, elicit and write the passive sentences on the board. Undertine the form: be + past participle. Refer Ss to the Irregular verbs table on p127 and remind them to review the past participle forms as often as possible Answers: ‘resent passive: Aman s cought stealing books from bootshow. past passive: The man wos sent to read stories, TEACHER'S NOTES ee} 1B Check the rubric and read the sentences in Ex 4A again. Elicit the answer to the question and complete the rule. Answers: ‘The octve sentences say who does the actions. Rules:to be C Give $:3-4 mins to find and underline other examples ofthe passive in the article and compare answers in pairs. In feedback, ‘lct the examples and check form/meaning, £g. ask Are they in the present or past passive? Do we knaw who caught the man/boys! shoplifter? (no) It important? (na) Then ask What do we say ifwe ‘want to say who did the action? Elcit/Teach and write on the board The shoplfir was caught by the manoger/polie. She wus sent by the Judge to speak to shop owners. ‘Answers: “Two boys were caught writing rat. =. the boys were tld todo community service AShopliter was caught shoptiting .. She was sent to speak to shop ones, he was told to spend several weeks painting local school. SA. Ask s to listen and pay attention to how was and were are pronounced inthe sentences. Elicit the answer in feedback, ‘Answers: Was and were are pronounced as weak forms in the passive, B Play the recording again for Ss to repeat the sentences. Then chorally and individually dil the sentences, [> LANGUAGEBANK 10.2 p146-147 ‘5s can refer to the tables/notes when they do the exercises ‘Weaker Ss should do £x A and Bin class. In ExB, check sri Answers: A Lissered 2wasgiven 3arent caught 4 was written Sareshown Garearested Twasn'ttold 8 weresent 1B 1 Snails are eaten bythe French. 2 Grime and Punishment was writen by Dostoyevsky 3 las asked some question by a journalist. 4 Allof cur programmes are produced by Alejandro Ledesma, 5 Most ofthe olesin that film were played by lec Gulnness 6 The best chocolate fs made by Swiss companies. GA check the example. Ss write the sentences alone and then compare answers in pairs. In feedback, nominate $s to write the ‘answers on the board, using contracted verb forms. Answers 2 My eal names james, but Fm called Jim by my friends, 3. On my tenth birthday, was taken to Disneyland. 4 Theses epleinmycompuy ated abo any December 5 Wher | was younger, was helped by many teachers. 6 On ourfirst dy, al the new students are shown around the school. Even now Fm tol that look ike my mother '8 When we were young, all the children in my family were expected tobecome doctors B check the example and elicit similar examples which ae true foryour Ss, eg, When !waso child, was taught to be pale. Give ‘5 4-5 mins to write personalised sentences and then compare ‘them in pais. Monitor and help Ss with language they need and ‘prompt them to selF-correct. 5s then compare their sentences, ‘wth a different partner and find out what they have in common, In feecback, they should tell the class about their similarities! dlifferences, eg fm told look like my mother, but Hiroshits told he looks ike his uncle Beal 2A. Give Ss 1-2 mins to read the texts, and ask: What crimes did ‘the people commit? Check answers (L writing graffiti 2 sailing illegally 3 playing loud music late at night 4 stealing eggs) Refer Ss back to the alternative sentencing in the article in Ex 2. Elicit how the sentencing in the cases there fitted the crimes. Ge $s 2-3 mins to think of alternative punishments for the ‘imes here. Monitor closely to provide help with ideas and vocabulary where needed, BB Ss compare and discuss their ideas in groups. They should prepare a presentation to the class and decide wo fs going to tale ‘about which crime. Groups then take itn turns to present their ideas while the lass make notes of the ones they lke. At the same time, make notes on Ss’ use ofthe target language for feedback/ remedial work lates When Ss have finished their presentations the class discusses/votes for the best idea foreach crime. © 5s tur to p161 and read about the alternative sentences given far the crimes. Have a bref class discussion on whether they agree with the sentences, Optional extra activity In groups, $s roleplay the ‘tral for one of the crimes, Each student chooses his/her role: the judge, the layers forthe prosecution/defence and the criminal(); there could also be ‘witnesses forthe prosecution/defence. Ss choose the crime they want to role-play and then prepare/rehearse their roles Provide support where needed, Ss then act out their ole-pays tothe class Homework ideas + ExT: Ss write an article about the arrest and sentencing of the criminals in one ofthe crimes, + Language bank 102 x A-8, pl47 + Workbook Ex 1-7, 961-62 5 TEACHER'S NOTES THERE’S A PROBLEM Introduction Ss leam and practise ways of complaining about problems and hhow to sound firm, but polite. They also practise how to complain politely ian email, ‘SUPPLEMENTARY MATERIALS. Resource bank p18 Language bank pi46-147 Ex 1A: dictionaries x7: audio/video recording facies Warm up Lead in and prepore Ss forthe eston,Wrte/Dicate these «questions When dd you last make complaint about samething? ‘hot was the problem Vo you complain to? What dd you soy? How did the other person respond? Were you happy wth he result of the complaint? Why/Why not? Elicit answers to the first two questions, eg. Two months ogo My neighbours were hain yxy soy paris ever weekend. Ss workin pairs/eroups. They take tums to askand ansner the questions and make nots oftheir partner’ ener in feedback $5 report bac othe class (IWAN) PROBLEMS {4A Ss ist lookat the photos Elicit a brief description ofeach one. Ss then read the phrases and check the word in bod. They could use dictionaries to check unferllar words. In feedback, check answers and the meaning of the wordsin bold Answers Definitions 4 delay-aperiod of time when you have to wait for something tohappen 2 litter waster paper, cans etc. that people eave onthe ground) 3 service the help that people who workin a restaurant etc. Biveyou 4 Taulty:not working propery 5 loudly: not quietly, noisily 6 crashing: stop working suddenly (or computers) 7 stuckina traficjam:not able to move in along line of cars, tc. onaroad 8 spam: unwanted emails Photos: AS B6 C1 D2 ET 1B Check the rubric and example. $s then workin pairs and chaose three things from Ex 14 that most annoy them. Check answers in feedback and find out which single thing most annays the class. UNSISN compainine 2A. Check the rubric Tells to focus only onthe two questions and not get distracted by the other information. They listen, note down their answers and then compare them in pars In feedback, ‘check answers (in bold in the audio script below) and play the relevant parts ofthe recording again if Ss have problems. Answers: 1 Conversation 1:ina hotel CConversation2: ina restaurant Conversation3: at train station 2 Conversation 2: air conltioning doesn werk Conversation 2 slow service and an extra charge onthe Bil Conversation3: train delays BB ss read the questions frst They then listen, make notes of their answers and compare them in pais Monitor to check they need to listen agen to add more deta to thelr notes. In feedback, checkanswers (underlined inthe auc script below. Ask: Whyis the problem ofthe snow o surprising? Teach Ning (a colloquial, ‘word for joking ‘Answers: Lock into it right avay and send someone up 2 polite 3 (about) twenty minutes 4 another hour Sitsa very busy time ofyear 6 for oer an hour because the cause ofthe delays the wrong type of snow ‘3A. Check the example. $s do the exercise and then compare ‘answers in paits. Check answers after Ex 3C. Answers: 1problem 2wotk 3look sorry Snothing Gover BB Give $534 mins to complete the exercise and compare answers in palts, heck answers after Ex3C, Answers 20 38 4R BR 6C © snow check their answers to Ex 3A and 38 in the audio script, Elicit and check answers in feedback. Tso Conversation 1 (GaGa A= Recipe 6: Oh hello, Could you help me? There's a problem withthe air conditioning. R: Oh yes? 6: Ive ust tried to sitchin, but it doesnt work. Rr Is itcompltely dead? G Completely Absolutely nothing. OK well look nto itright avey Il send someone up. be about Five minutes, OK? Thanks. Rr Youre welcome. And sorry about that Conversation2 DeDiner_W= Waitress MeMenager Dr Im afraid havea complaint. Could I speak to the manager, please? Ws Yes, of course M: Good evening, si understand there’ a problem, Ds Yes. fm afraid have @ complaint. M: Oh? D: Well we got here at eight And then we waited about twenty, minutes fora table M: Right. D: Thisisfora table wei booked for eight, OK? Then we ‘another hour for our meal. Right. ‘One hour Then when the bill arrived, they put this extra charge nit. [An extra charge? Tha’ probably the service charge. Well, could you checkthis For me, please? Yes thats sevice Well to be honest, don't want to pay this OF course not all si am really sory about that. It's a very busy time of year Conversation 3 yman = Han ‘We Excuse me, Do you work here? M: Yes, ‘We Do you know when the next tain wil be arriving? | mean, [ve been here forever an hou. 1M: Fm sory, but there's nothing we can do at the moment. Everything is delayed. ited And you dost know when the nex tains coming? No. Or why there's a delay? Snow. We what? 1M: Snow on the track Iwas the wrong type of snow Wi What do you mean ‘the wrong type of snow’? You're kidding, ight? [> LANGUAGEBANK 10.3 p146-147 $s can refer to the information in the tables to help ther with this exercise ‘Answers: Conversation 1 ‘A Excuse me.|im afraid have a complaint. B: Whats the problem? ‘The shower doesift work. Wiel look into right away Conversation 2 'A: Excuse me, Could you help me? Yes, ‘A: There's a problem vith the intemet connection. ‘Br sorry but there's nothing we can do atthe moment. Conversation 3 2: Excuse me Could Ispeakto the manager? 2s Ive ben here for overan hour, Bs tim realy sorry about that. 7 | 4 Ss ead the sentences fist. Check appointment, ight delay, fauity engine. In feecback, elicit and drill the complaints/tesponses. ‘answers: 1) 2a) 3b) 40 (SEQNETN SOUND FIRM, BUT POLITE ‘SA Give Ss 1-2 mins to ciscuss their answers in pais, heck them Infeedback. ‘Answers: We use the expressions to introduce a complaint speakout TIP - Read the Speakout tip vith Ss and briefly discuss the questions in open lass. B Sslisten to the sentences, underine the stressed syllables and ‘compare their answers in pairs Play the recording as many times ‘as necessary for Ss to be sure For Feedback, vrite the sentences ‘on the board and elici/ underline the stressed words (ee answer key below), When Ss listen again to repeat, show them how the voice rises on the stressed words in polite intonation by using your hands/atms,as if you were conducting an orchestra. Again, play the recording several times until Ss are confident. Then do individual repetition and correction as needed Answers: 1 Could you help me? 2 i atfaidthavea complaint. 3 Excuse me, could | speak o the manager” TEACHER'S NOTES | 105 Check the word box and do an example. $s work alone and then compare answers in pairs. In feedback, elct/ril the answers, Ss can then practise reading the conversations in palrs tohelp prepare them far Ex 7. Monitor and help Ss with ther pronunciation while they practise Answers: 1 A: Excuse me. Could |spcakto the manager? ‘Theresa problem withthe TVin my room. It doesnt work 2 As Excuse me. | ordered room service aver an hour ago. Can you lookinuoit please? 3A: Could youhhelp me? tm afraid (have a complaint. 2 Setup the role-play carefully First, divide the lass into As and Bs, Student As look at p165 and Student Bs at p166, They check the Instructions and ask fr clarification if necessary. They then work in pairs to prepare forthe roleplay. Monitor closely and support Ss \where needed, Then put Ss into A/B pair for the role-play. Monitor and make notes of how well they use the target language for feedback later Invite palrs to act out thei role-plays tothe cass. Ss, ‘must listen and decide which pair was the most firm, but polite. IF possible record $s'role-plays. SN GA Check the rubric and sentences with Ss. Then give them 2 mins ta work alone and decide which they find most annoying. BB Prepare s for tis role-play in the same way asin Ex 7 above. ‘They should refer tothe language inthe previous exercises for help, Provide support while they do this, especially with polite intonation. During the activity, monitor discreetly, making notes of both good language and errors for feedback. Homework ideas + Ex8B:Ss write an email complaining about something that happened to them, + Language bank 103 Ex A, p147 + Workbook Ex 1-4, p63 10:4) TEACHER’S NOTES MARY’S MEALS Introduction ‘Ss watch an extract from the BBC documentary Mary's Meals, ‘about a school gir who used a blog to raise money to help feed schoolchildren in Malawi. They then learn and practise haw to talk about an issue they feel stiongly about and write @ web comment about it SUPPLEMENTARY MATERIALS ‘Warm up: various photos of students having/being servec) school meals Ex 28: dictionaries Warm up Introduce the topic of food and revise some food vacabulry Show Ss the photos and distribute them to pairs/groups oF Ss. Elicit school meois and give pairs/groups 1-2 mins tit the Food they con seein each photo. Elcitansners in feedback and vite ther on te board, Ask 5 whch ofthe meals they think looks more appetising/heathier Elicit answers rom afew S, then move onto Bx PYPRRaE 4. Lookat the questions and give $s 2-3 mins to discuss them in their pairs Elicia few answers from diferent pais, then refer 5s othe photosat the bottom of p104-105, Elicit a brief description af each then ask: Do you think they ge fie school sme? Why My not? 2A Check the rubric and questions and give Ss.3~4 mins to read the programme information and find the answers. licit answers in feedback. Answers 1 She started the blog because she wasn't happy with her school reals. 2 She heard thatin some parts ofthe world, some children went te school hungry Se decided to use the bog to alse money for hhungry chile B Ss complete the exercise alone, then compare answers in pair. Encourage them to use dictionaries to check any unfamiliar words. ‘Check answers in feeaback ‘Answers: Liaise money 2chaiity 3 banned Ganintemet sensation 5 score EME BAA Check the rubric. Ase What is Mary's Mens? (a project/chaity Martha used to rise money) Ss watch the DVD to find out what Mary's Meas cid with the money Martha raised. n feedback elicit ‘and discuss the answer (in bold in the DVD script below). ‘Answers: They used the money to build a new itchen ina school in| Malawi io fees nearly 2000 children every day. B Ss read the words and numbers in the box. Check grow vegetables and raise sheep and give Ss 3~4 mins toda the exercise

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