View
8
Download
0
Category
Preview:
Citation preview
Extrapractice Methodology Builder 10: Flashcards 1 – the essentials,
page 37
•Useflashcardstopractisethewordsinexercise1.Youneedtofindafairlylarge(magazine)pictureofabusycityandoneofaquietvillage.Holdupyourpictureofacity.Say:It’s big.Spreadyourarmstoshowthemeaningoftheword.Askstudentstorepeatafteryouasaclass.Thennominatetwoorthreeindividualstorepeat.Pointtothevillageandsay:It’s small.Pushyourarmstowardseachothertomimethemeaning.Askstudentstorepeat.Dothesamewithallthewords.Andtrytomimethemeaning,egscrewupyourfaceandcoveryourearstoshownoisy;putyourfingertoyourlipsforquiet;smileanddoathumbsupforlovely.
•Oncestudentshavelistenedandrepeated,pointtopicturesandnominateindividualstogiveyouasentence,egpointtothepictureofthecityandnominateastudent.Thestudentmustsay:egIt’s new and it’s noisy.
•Endthepracticebyputtingthepicturesontheboardandaskingstudentsinpairstopointtoanddescribethepictures.
•Whendoingthissortofcontrolledpractice,bestrictonpronunciation.Inparticular,makesurestudentspronouncequiet/ˈkwaɪət/astwosyllables,andwatchoutforthepronunciationof/ɔɪ/innoisyand/ɔː/insmall.
2 1.46•Askstudentstoreadthetextinthespeechbubble
carefullyfirstbeforeyouplaytherecording.•Studentslistentotherecordingandunderlinethewords
thattheyhear.Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.
See underlined answers in the audioscript below.
1.46
IliveinasmallflatonHerbertStreet.It’sinthecentreofDublin.It’salovelyflat,butthestreetisnoisy.Ilikeit.
3 Methodology Builder 7: Accurate speaking & fluent
speaking, page 20
•Askstudentstolookatthegappedtextinthespeechbubble.Modeltheactivitybysayingasentencetodescribewhereyoulive.
•Pairwork.Putstudentsintopairs.Givethemamomentortwotothinkwhattheyaregoingtosay.Thenaskthepairstotelleachotheraboutwheretheylive.Monitorandcheckthatstudentsareproducing(reasonably)accuratesentences.Asktwoorthreeindividualstotelltheclasswheretheyliveinfeedback.
•Askstudentstowritesentencestodescribewheretheyliveintheirexercisebook.
Extratask•Askstudentstoimaginetheyaremillionairesandliveina
dreamhouse.Askthemtowriteasentencethenreaditfortheclass,egI live in a big house on Tropical Beach. It’s in Barbados. It’s a lovely house. I like it.
What the lesson is aboutTheme Places to live; swapping homesSpeaking Game: Class houseswapReading Houseswap: a website describing
housesVocabulary Places to liveGrammar Prepositions of place
If you want a lead-in …Testbeforeyouteach:describinghouses
Methodology guidelines: Test before you teach, page xxi
•Drawasimpleblockofflatsontheboard.Pointtooneofthemandsay:This is my home. It’s a flat.Thendescribetheflatinsimpleterms:
It’s an old flat. It’s in England. It’s near the city centre. It’s small. There is a balcony. It has two bedrooms. It’s beautiful. I like it.
•Nowsay:This is your home.Nominateastudenttodescribeit,usinganylanguagethattheyhave.It’sfineiftheyonlyhaveoneortwosentencestooffer.
•Askoneortwootherstudentstodescribetheirhome.Thenputstudentsinpairstodescribetheirhomes.
•Alternatively,takeinsomemagazinepicturesofdifferenttypesofhousingforstudentstodescribe.
Pre-teachkeyvocabulary:swap•Goroundtheclass,saying,egCan I swap my pen/book for
your pencil/mobile?Makeafewswapswithstudentsintheclass.Thenelicitwhatswapmeans.Ask:What things do you swap with friends?
Languagenotes•Swapmeanstoexchangeonethingforanotherwith
somebody.Itisusuallyusedwithsmall,simpleexchangesratherthanswappinghouses.Commoncollocations:swap seats, swap places, swap stories, swap clothes.
•Houseswapmeansyougivesomeoneyourhousefortheholidays,andtheygiveyoutheirhouse.
Vocabulary: places to live Language reference, Student’s Book page 41
1•StudentsmatchtheadjectivesinAtotheiroppositesinB.
A Bbig ≠ smallnew ≠ oldnoisy ≠ quietlovely ≠ horrible
36
3a Houseswap
StraightForward_TB_01_Ele_p003-170_3p.indd 36 10/11/2011 17:01
Straightforward Second Edition, Elementary, Teacher's Book, ISBN 978-3-19-202951-6, Hueber Verlag
2•Askstudentstolookatthesixphotosonpages32and33.
Askthemtodescribethehousesandtosaywhichonetheylike.Ask:Where do you think the houses are?
•StudentsreadaboutsomeofthehomesonHouseswap,andmatcheachdescriptiontoaphoto.Remindstudentsthatthereisoneextraphoto.Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.
1B 2A 3F 4E 5C
Culturalnotes•Luxorisamoderncity.However,theancienttemple
complexesofKarnakandLuxorliewithinitsboundariesanditisclosetotheValleyoftheKings.Asaresult,itisapopulardestinationfortourists.
•A cottageisasmall,traditionalhouseinthecountryside.•Santa Monicaisanexpensive,exclusiveresorttownon
thecoastofCalifornianearHollywood.Itispopularwiththerichandfamous.Thehouseonofferislikelytobealargevillawithaswimmingpool.
•Notting Hillisabusy,cosmopolitanquarterofcentralLondon,nearHydePark.Itisfamousforitsbarsandrestaurants.PortabellomarketisinNottingHill,whereyoucanbuyfood,clothesandantiques.
•HeathrowisLondon’slargestairportandoneoftheworld’sbusiest.
•The Champs-Elyséesisthemain,wide,tree-linedthoroughfareinParis.ItsmainmonumentisthehugearchoftheArcdeTriomphe.
3•Studentsreadaboutthehomesagainandmarkthe
sentencesT(true)orF(false).Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.
1 T2 F(It’sbig.)3 F(It’sinScotland.)4 F(It’sinthemountains.)5 F(It’sbig.)6 T7 F(It’sbehindamarket.)8 F(It’salittlenoisy.)
4•Pairwork.Putstudentsintopairs.Studentsdiscussthe
questionswiththeirpartner.•Inclassfeedback,asksomestudentstosaywhichhome
theyhavechosenandwhy(It’s in the centre of Paris, It’s big,etc).
Webresearchtasks Methodology guidelines: Web research tasks, page xxi
•Askstudentstofindtheirdreamhomeontheweb.Tellthemtodecidewheretheywanttolive(ideally,makesuretheychooseanEnglish-speakingcountry).Theyshouldalsodecidewhethertheywantaflat,cottageorhouse.
•Tellstudentstogoonlineandfindtheirhome.Theymustfindthefollowinginformation:whereitis,itsdescription,andhowmuchisit.
Web search key words• (name of city or country)house/home/property•home swap/home exchange
ReadingThefirstreadingtextisthehomepageofaninternetsite,Houseswap.com.Intheintroductionitexplainsthatitisacompanywhichhelpspeoplefindotherpeoplewhowouldliketoswaptheirhomewiththemfortheholidays.Thesecondtextcontainsfivedescriptionsofhomespeoplearetryingtoswaponthesite.
1•Beforeclass,findthreeverydifferentpicturesofluxury
holidayhomesfrommagazines.Putthemontheboardandaskstudentstodescribethem:It’s big, old, lovely,etc.Tellstudents:You can go on holiday to one of these houses. Which one and why?
•WriteHouseswapontheboard.Ask:What is Houseswap?RemindthemoftheLead-inPre-teachkey vocabularytaskifyoudidit.StudentsreadtheintroductiontotheHouseswapwebpage,andsaywhatswapmeans.
Methodology Builder 10Flashcards 1: the essentials
• Flashcards are pictures (or sometimes words written in large letters) that you can hold up and show to the class or pass around for a variety of activities. If you regularly teach lower level classes, one of the most useful ways of investing your preparation time is in building up your own personal stock of flashcards. If you choose pictures carefully and prepare the cards well, they will go on being useful to you for years to come.
• Scour glossy magazines for good pictures. Alternatively, you can draw simple images yourself, or persuade an artistic friend to draw a few for you!
• If you teach a largish class, you need to choose pictures big enough to be easily seen even at the back of class. Anything smaller than half an A4 page will be too small.
• A good basic set of flashcards will include: 1 striking different faces showing people of different
ages, backgrounds, etc.2 people doing different things: work, relaxing, sports,
etc.3 everyday objects 4 landscapes and city views
• Don’t try to build a whole set of flashcards in one go. Allow it grow slowly alongside your teaching work.
• It is vital that you maintain your pictures in good condition. Magazine pages tear and fall apart very easily. If you hope to get a few years’ use out of them, spend a little time on ways of mounting them: 1 if you have the opportunity, laminate your pictures,
ie encase them in a plastic envelope.2 as an alternative to laminating, put pictures into
A4 transparent file pouches (pochettes). This has the advantage of allowing you to store them in a standard ring binder file.
3 a third alternative is to glue pictures onto a cardboard backing. This has the advantage of preserving their life a little longer than otherwise – but the pictures tend to look a little more wrinkled.
• When you have a set of flashcards, they can be used in a variety of ways to spice up your lessons.
Methodology Builder 11 & 12: Flashcards 2 & 3,pages 40 & 43
37
Houseswap 3a
StraightForward_TB_01_Ele_p003-170_3p.indd 37 10/11/2011 17:01
Straightforward Second Edition, Elementary, Teacher's Book, ISBN 978-3-19-202951-6, Hueber Verlag
•Oppositeandin front ofareoftenconfused.Youcancheckthedifferencebetweenthembydrawingfacesontheboard:
opposite in front of
•Watchoutforstrayusesofof,eg✗ It is behind of my house.
•NBNearandnear toarebothcorrect,buttoisrequiredwithclose,egI live near London. I live close to the centre.
2•Studentscompletethetextswithprepositions.
1 in 3 on 5 in 7 to2 in 4 on 6 in 8 from
3•Modeltheactivitybrieflybydescribingsomeoneinthe
class,usingthesentenceprompts.Thestudentsmustguesswhoyouaredescribing.
•Studentschooseapersonintheclass,andcompletethesentenceswithinformationaboutthatperson.
4•Pairwork.Putstudentsintopairs.Eachpartnermustread
theirsentencesfromexercise3,andtheirpartnermustguesswhotheyaredescribing.Monitorandhelpifnecessary.
Speaking1•Tellstudentstoclosetheireyesandimaginetheirhome.
Say:Where is it? Is it a flat or a house? Is it big or small; new or old; lovely or horrible? Is it close to the city centre? Is it far from the shops?
•Tellstudentstoopentheireyes,andwriteashortdescriptionoftheirhomeonapieceofpaper.Givethematimelimitoffourminutes.Remindstudentstolookbackatthewebpagedescriptionsonpage32tohelpthem.
Alternativeprocedure•Askstudentstoimagineanddescribetheir‘perfect’house
ratherthantheirownhouse.Youcouldgetstudentstodrawthehouseaswellaswriteadescription.
2•Askstudentstostandupandwalkroundtheclass.They
mustfindanotherstudentandtakeitinturnstodescribetheirhomes.Theymustthenmakeanotewhethertheyareinterestedinswappinghouseswiththatperson.
•Makeitarulethattheymustspeaktoatleastthreepeoplebeforetheycanmakeafinaldecisionwhichofthehousestheywanttoswapwith.
•Monitor,promptandcorrectwherenecessary.
3•Whenallormoststudentshaveswapped,askthemtosit
down.Askafewstudentstodescribetheirnewhome.
If you want something extra … Straightforward Teacher’s Resource Disc at the back of
this book
Grammar: prepositions of place Language reference, Student’s Book page 40 Methodology guidelines: Grammar boxes, page xxi
1•Askstudentstolookbackatthefivedescriptionsof
housesontheHouseswapwebpageonpage32.Theymustunderlinealltheprepositionsofplaceandthenounsthatfollowthem.
1 inalovely,whitehouse;inLuxor,Egypt;nexttotheRiverNile;nearthemountains
2 inScotland;inthemountains.;farfromotherpeople
3 onthebeach;inSantaMonica;nearourhouse
4 inthecentreofLondon;inNottingHill;behindamarket;closetoahospital
5 attheendoftheChampsElyséesinParis;oppositetheArcdeTriomphe.
Extratask:in,on&at•Writein,onandatontheboard.Buildupalistof‘rules’
undereachpreposition. in on at ahouse streets theend… towns/cities thebeach home countries floors school themountains thedoctor’s/dentist’s thecentre…
Extratask:opposite,behind,nextto,etc•Youcouldcheckstudents’understandingbydrawinga
simplestreetmap(asshown)ontheboardandaskthemwheretheschool/hospital,etcis.Elicitresponsesusingprepositionsofplace,egThe school is opposite the big house. The car park is behind the university.
university
bighouse
smallhouse
car park
school supermarket hospital
bus stop
High Street
Languagenotes:prepositionsofplace•In,onandataredifficultinEnglishforstudentsifand
whentheyareuseddifferentlyinthestudents’L1.Ifyouhaveamonolingualclass,predicterrorsbycheckingwhichoftheusesinthegrammarboxaresimilarandwhicharedifferentfromthestudents’L1.
•Youcouldshowthedifferencebetweenin,onandatbydrawingthefollowingsymbolsontheboard:
in ✗ on ✗ at ●✗
•Wegenerallysayat school, at university, at work.Noarticleisused.However,whenwewanttostressthespecificlocationwecansayin the,egJohn isn’t outside. He’s waiting in the school.
NBWesayat homenot✗ inhome.
38
3a Houseswap
StraightForward_TB_01_Ele_p003-170_3p.indd 38 10/11/2011 17:01
Straightforward Second Edition, Elementary, Teacher's Book, ISBN 978-3-19-202951-6, Hueber Verlag
1.47
V=visitor O=officialV: Whatisthenameofthehouse?O: Thereareatleastfournamesforthehouseat1600
PennsylvaniaAvenue,includingthePresident’sPalace,thePresident’sHouseandtheExecutiveMansion.Butthisfamousbuilding’scommonnameistheWhiteHouse.
V: Whereisit?O: TheWhiteHouseisinthecentreofWashington,DC,the
capitaloftheUnitedStatesofAmerica.V: Wholivesthere?O: ThePresidentoftheUnitedStatesandhisfamily
officiallyliveintheWhiteHouse.Buttherearehundredsofpeoplewhoworkthere,andtherearethousandsofvisitorseveryday.
V: Howoldisit?O: TheWhiteHousewasbuiltin1800.It’snowmorethan
200yearsold.V: Howmanyroomsarethere?O: Thereare132roomsintheWhiteHouse.Thereare
16familybedrooms,threekitchensand32bathrooms.Therearealsosixfloors,sevenstaircases,threeelevators,147windowsand412doors.Thereisagamesroom,aminigolfcourse,atenniscourt,twoswimmingpools,abowlingalleyandevenasmallcinema.
V: Aretherepublicvisits?O: Yes,thereare.Publicvisitsareavailableforgroupsof
tenpeopleormorefromTuesdaytoSaturday,from7:30amto12:30pm.Pleasenotethattherearen’tanypublictelephonesorpublicbathroomsonthetouroftheWhiteHouse.
Languagenotes•Elevators=USEnglish; lifts=UKEnglish•The bathroom(USEnglish)isaroomwithatoilet.InUK
English,itisjustcalledthe toilet,whereasabathroomcontainsabathorashowerandaplacetowashyourhands,andoftenincludes,butnotalways,atoilet.
InUSEnglish,restroomsarebathroomsinpublicplaces,whereasinUKEnglish,thetermsPublic toiletsorLadies and Gentsareused.
Culturalnotes•The White Houseat1600PennsylvaniaAvenuewas
completedin1800byIrishimmigrantJamesHoban.HemodelleditontheneoclassicalGeorgianmanorsofDublin.ItwasburneddownbytheBritishintheWarof1812,thenrebuiltandpaintedwhite,henceitsname.EveryUSpresidentsince1800haslivedthere.
3 1.47•Readoutthenumbersandaskstudentstorepeatthem.•Thenaskstudentstoreadthroughthesentencesand
rememberorguesswhichnumbergoesinwhichspace.•Playtherecordingagain.Theycancomparetheiranswers
withapartnerbeforeyoucheckwiththewholeclass.
14 2200 332 47 510
4•Pairwork.Studentsdiscussthequestionbrieflywitha
partner.Theycanthentelltheclassabouttheiropinion.
What the lesson is aboutTheme Famous houses (the White House)Speaking Presentation: giving a short
presentation of your homeListening A documentary about the White HouseVocabulary Parts of a houseGrammar There is/ there are; How manyDid you know 10 Downing Street
If you want a lead-in …Pre-teachkeywords:partsofahouse•Writeparts of a houseinthemiddleoftheboard.Say:
Where am I?Thenmimetheactofcookingfood.Trytoelicitkitchen.Saytheword,askstudentstorepeat,thenwriteitontheboard.Repeatthistoelicitthefollowingwords: Dining room(mimeeating) Bedroom(mimesleeping) Bathroom(mimeshowering) Living room(mimewatchingTV)
•Rubthewordsofftheboard,thenaskstudentstocometothefrontoftheclassandmimeanaction.Theotherstudentsmustguesstheroom.
ListeningThislisteningistheintroductiontoadocumentaryabouttheWhiteHouse.AnofficialattheWhiteHousetalksaboutwhatothernamesthebuildinghas,whereitisandwholivesthere.Hegoesontogivemoredetailsaboutthehouse:howolditis;howmanyroomsthereare;whereaboutsinthebuildingthePresidentworks;howmanypeopleworkthereandinformationaboutpublicvisits.
1•Askstudentstolookatthephotos.Tellthemtowork
silentlyontheirownandanswerthequestions.Iftheydon’tknowtheanswerstosomeofthequestions,tellthemtoguess.
•Askstudentstodescribethehouse:It’s big; It’s old; It’s beautiful; It’s white.
1 It’smorethan200yearsold.2 ItscommonnameistheWhiteHouse.3 ThePresidentoftheUnitedStatesandhisfamilylive
there.4 Yes,thereare.5 Thereare132rooms.6 WashingtonDC,US.
2 1.47•Nowplaytherecording.Studentslistenoutforthe
questionsfromexercise1andputthequestionsintheorderthattheyhearthem.
•Thenplaytherecordingagainforstudentstochecktheiranswerstoexercise1and2.Theycanthencomparetheiranswerswithapartnerbeforeyoucheckwiththeclass.
Correct order:4,1,3,6,5,2
39
3b 1600 Pennsylvania Avenue
StraightForward_TB_01_Ele_p003-170_3p.indd 39 10/11/2011 17:01
Straightforward Second Edition, Elementary, Teacher's Book, ISBN 978-3-19-202951-6, Hueber Verlag
1.49
M=man W=woman
1M:So,comein,comein.W:Wow.So,thisisyournewflat.M:Yeah.Look,thisisthehall.Thesearemypictures,here
and...here.W:Mmm.
2 M:Thebedroom.W:Niceandbig.M:Yes.Lookoutthewindow.Youcanseethepark...W:Ooohh.
3W:What’sthisroom?M:It’sthediningroom.Idon’tgoinherereally,there’sonly
me.
4W:Isthisthelivingroom?M:Yes,I’mherealotofthetime.W:IlikeyourTV.M:Thanks.
5M:Wouldyoulikeadrink?W:Umm,yes,please.Whatdoyouhave?M:Comeintothekitchen.Let’ssee.
6W:Where’sthebathroom?M:Nexttoyou.Rightthere.W:Isee.
7W:Lookatthisbalcony.Youhaveaniceflat.M:Thanks,it’snotexactlytheWhiteHouse,butit’shome.
3•Modelthepresentsimplequestionforms.Askstudentsto
listenandrepeat.Payparticularattentiontotheweak/ə/stressandtheintonationpatterninthesesentences.
/ə//ə/ WheredoyouwatchTV?
•Nominateindividualstudentstoaskandanswerthequestionsacrosstheclassinopenpairs.
•Pairwork.Putstudentsintopairstoaskandanswerthequestions.Monitor,promptandcorrectasnecessary.
Grammar: thereis/thereare&Howmany
Language reference, Student’s Book page 40 Methodology guidelines: Grammar boxes, page xxi Methodology Builder 15: Drilling 2 – substitution ,
page 58
1•Readthroughtheexampleswiththeclass,thenelicitthe
answertonumber3tomakesurestudentsknowwhattodo.StudentsmakesentencesabouttheWhiteHouseusingtheprompts.Monitorandhelpifnecessary.Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.
•Infeedback,youcouldaskaconfidentstudenttocomeuptotheboard.Asktherestoftheclasswhattheansweris.Thestudentattheboardmustwriteitup.Changethestudentaftertwosentences.
Vocabulary: parts of a house Language reference, Student’s Book page 41
1 1.48•Playtherecordingforstudentstolistenandrepeatthe
wordsinthebox.•Thenreadoutthewordsintheboxandaskstudentsto
repeatthemagain.Makesurestudentsareapproximatingtheweakstressinkitchen/ˈkɪtʃən/andbalcony/ˈbælkənɪː/.
•Studentsmatchthewordstothenumbersonthemap.Theycanthencomparetheiranswerswithapartner.
1.48
livingroom hall kitchen balcony bedroom bathroomdiningroom
Methodology Builder 11Flashcards 2: presenting vocabulary
• Instead of using Student’s Book illustrations to introduce vocabulary, try using your flashcards to do a books-closed presentation.
• The simplest way is to stand at the front of the class, hold up a card, eg a picture of two eggs, and invite students to name the object(s) shown. If they can’t produce the word, you can model it yourself.
• You could say the item once clearly in a sentence, eg TheQueen’s standingonthebalcony. Then isolate the word and say it clearly two or three times, eg balcony…balcony. Try to leave a longish pause between each time you say the word – allow time for the word to ‘echo’ in students’ minds before they hear it again. If you repeat too quickly, each new hearing simply drowns out the one before. Also, don’t repeat too many times – three or four is sufficient. If you do it more, students may relax and not pay the attention that is needed.
• Now get students to repeat the word. First of all, gesture to get the whole class to repeat the word, two or three times – then gesture to ask individuals to say it one by one with feedback.
Methodology Builder 16: Helping students say it better, page 65
Methodology Builder 12: Flashcards 3 – more ways of presenting vocabulary, page 43
2 1.49•Playtherecordingforstudentstochecktheiranswers.
1 hall2 bedroom3 diningroom4 livingroom5 kitchen6 bathroom7 balcony
40
3b 1600 Pennsylvania Avenue
StraightForward_TB_01_Ele_p003-170_3p.indd 40 10/11/2011 17:01
Straightforward Second Edition, Elementary, Teacher's Book, ISBN 978-3-19-202951-6, Hueber Verlag
Weakstressandlinkingandthepronunciation(ornot)ofr: There’s a…/ˈðeəzə/ There isn’t a…/ðəˈrɪz(ə)ntə/ There are…./ˈðeərə/
Thestrongandweakstressofare: There are…/ˈðeərə/ There aren’t…/ðeəˈrɑːnt/ Are there…/ˈɑːðeə/
3 Methodology Builder 7: Accurate speaking & fluent
speaking, page 20
•Pairwork.Putstudentsintopairs.Studentsaskandanswerthequestionsfromexercise2.Monitor,promptandmakesurethatstudentsarebothmanipulatingtheformsandpronouncingthemcorrectly.
•Youcouldcopythetableinexercise2ontotheboard(oruseanOHTorflipchart).Thatwaystudentswillhavetheirattentiononyouandtheboardwhenyouelicitanddrillthequestions.
4•Readtheexampleandelicittheanswertonumber2to
makesurestudentsknowwhattodo.Studentsmakequestionsusingtheprompts.Monitorandhelpwherenecessary.Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.
•Whentheyhavefinished,modelanddrillsomeofthequestions.Thenaskstudentstoaskandanswerthequestionsacrosstheclass.
2 Howmanystudentsarethereinclasstoday?3 Howmanybathroomsarethereinyourhouse?4 Howmanyteachersarethereatyourschool?5 Howmanybooksarethereinyourbagtoday?
5•Pairwork.Putstudentsintopairstopractiseaskingand
answeringthequestionsinexercise4.Monitorandpromptifnecessary.
Speaking1
Methodology Builder 8: Spoken errors – fluency tasks 1, page 28
•Drawabasicplanofyourhouseorflatontheboard.Labeltherooms,oraskstudentstoguesswhichroomiswhich,thenlabelthem.Makeashortpresentationaboutyourhome,usingthewordsintheUseful languagebox.
•Studentsdrawaplanoftheirhouseorflat.ThentheyprepareashortpresentationusingthewordsfromthelessonandtheUseful languageboxtohelpthem.Monitorandhelp,ifnecessary.
•Putstudentsintogroupsofthreeorfour.Theytakeitinturnstomaketheirpresentations.
Alternativeprocedure•IfyouhaveanOHP,askstudentstodrawtheplanoftheir
houseonOHTs.TheycanthentakeitinturnstocometothefrontoftheclassandmaketheirpresentationswhilepointingtothevariousroomsontheirplanontheOHT.
3 Therearetwoswimmingpools.4 Thereisn’tarestaurant.5 Therearethreekitchens.6 Therearesevenlifts.7 Therearen’tanypublictelephones.
Extratask:asubstitutiondrill•Nowturnthiswritingtaskintoasimplesubstitutiondrill.•Write‘+’and‘–’ontheboard.Say:a cinema,point
to‘+’,andnominateastudent.Thestudentmustsay:There’s a cinema.Continueroundtheclass,sayingseven floors, a staircase,etc.
•Alternatively,ifyouhavetime,youcoulddrawsimplepicturestorepresenttwo tennis courts,a restaurant,etc.Makeabouttenpictures.Thenusethesevisualpromptstopromptsentencesfromstudents.Theyworkbetterthanverbalprompts.
Languagenotes•There isandthere aredonottranslateliterallyintothe
students’firstlanguage.Ifyouhaveamonolingualclass,itisworthbrieflyexploringwhatphraseisusedintheirlanguage,andwhethertheyhaveasingularandapluralphrase(likeEnglish)orjustonephraseforbothsingularandplural.
•Usinganywithnegativeandquestionformsmaywellbeanewconceptforstudents.InmanyLatinlanguages,forexample,thereisnoneedtouseawordlikeany,sostudentsarelikelytoavoidit,eg✗There are not swimming pools.
2 Methodology Builder 29: Pronunciation – don’t avoid
intonation!, page 126
•Askstudentstolookatthetable.Thenmodeltheactivitycarefullybyreadingouttwoorthreequestions.Makesurethatstudentshavegraspedtheideaof Is there a+singularnoun,andAre there any+pluralnoun.
•Elicitsentencesfromaroundtheclass.•Nowmodelthestressandintonationpatterncarefully.
Showthatthemainstrongstressisonthenounincolumn4,andthatthevoicerisesattheend.Showthefallingintonationontheshortanswer.
Forexample:
Is there a bathroom in your house?
Yes, there is.•Askstudentstolistenandrepeatyourmodel.
Languagenotes•Atthislevel,studentsmayfinditdifficulttomanipulate
theseforms.Theywillneedlotsofpractice.•There is +singularnounandThere are+pluralnoun
isafairlysimpleideatograsp.However,beawarethattransposingthewordordertomakequestionsandaddingtheabbreviatednotmaywellbeunfamiliarandwillthereforeleadtoerrors,egusingthesamewordorderwhenmakingastatementoraskingaquestion,suchas,✗There is a bathroom? withrisingintonation.
•There isandThere aren’tarenoteasytopronounceaccurately!Youwillneedtodolotsofrepetitionworktogetstudentstoapproximatethesephrases.Notethefollowinginparticular.
41
1600 Pennsylvania Avenue 3b
StraightForward_TB_01_Ele_p003-170_3p.indd 41 10/11/2011 17:01
Straightforward Second Edition, Elementary, Teacher's Book, ISBN 978-3-19-202951-6, Hueber Verlag
Did you know?1•AskstudentstoreadaboutNumber10DowningStreet.•Groupwork.Dividestudentsintogroupsoffourorfive.
Tellthemtoworkontheirownandfindtwointerestingfactsfromthetexttotelltheirgroup.
•Studentsdiscussthequestionsintheirgroups.
Alternativeprocedures•Inaclasswherethestudentsarefromthesamecountry,
getthemtodiscussthequestionsandpooltheirknowledgeinordertoprepareandpresentashortdescriptionofthefamoushouse.Alternatively,theycoulddiscussthenwritethedescriptionindividuallyforhomework.
•Inaclasswithavarietyofnationalities,makesuretheyareingroupswithagoodmixofnationalities.Thestudentsmustfindoutasmuchastheycanabouteachother’sleader’shouse.Inthefeedback,askeachgroupwhattheycanrememberaboutoneofthehousesdescribed,egGroup A – tell me about Maria’s president’s house.
Culturalnotes•DowningStreetisarowoftall,narrowterracedhouses.
Fromthefront,10 Downing Streetlooksverysmall,butitactuallygoesbackalongway.ThePrimeMinisterusuallylivesinaflatatNumber10,andtheChancelloroftheExchequer(ortheseniorFinanceMinister)usuallylivesinaflatnextdooratNumber11,whichisinfactbiggerthantheoneatNumber10.Atthetimeofwriting,DavidCameronisthePrimeMinisterandofficiallyresidesatNumber10DowningStreet.However,asheismarriedwithchildren,theCameronfamily,likepreviousPrimeMinistersTonyBlairandGordonBrown,actuallyliveatNumber11nextdoor,whichisofficiallytheresidenceoftheChancelloroftheExchequer(ortheseniorFinanceMinister).Number11isbigger–ithasfourbedrooms.TheCameronsupgradedthekitchenatNumber11andbuiltanurseryfortheiryoungchildren.
Webresearchtasks Methodology guidelines: Web research tasks, page xxi
•Findoutwherethepresidentsofthefollowingcountrieslive:France,Germany,Italy,Russia,Brazil,Mexico,etc.(Tailorthistosuityourstudents.)
•Find:theaddress/whatroomsandfacilitiesthereare.Web search key words•president/address/ (the country concerned)• Alternatively, ask students to find out more information
about the White House.
If you want something extra … Straightforward Teacher’s Resource Disc at the back of
this book
42
3b 1600 Pennsylvania Avenue
StraightForward_TB_01_Ele_p003-170_3p.indd 42 10/11/2011 17:01
Straightforward Second Edition, Elementary, Teacher's Book, ISBN 978-3-19-202951-6, Hueber Verlag
Languagenotes•Payparticularattentiontothewordsbelow,whichhave
specificpronunciationproblems:
/ə/soundsonthefinalsyllable: /ə/ /ə/ /ə/ /ə/ /ə/sofa mirror cooker curtains cupboard
problemsounds: /dʒ/ /ʒ/ /ɔː/ /əʊ/ /tʃ/fridge television wardrobe pictures
Extraidea•Revisethere is/arebyaskingstudentstogiveyou
sentencesfromthepicturesonpage36usingtheseforms,egIn picture 3, there are two plants./There is a cupboard.
Methodology Builder 12Flashcards 3: more ways of presenting vocabulary
• Here are two different ideas for introducing or revising vocabulary using flashcards.
Picture lists • Collect a set of flashcards that show the words you
want to teach. Write the list of words in a column on the left-hand side of a piece of paper and photocopy it or write it on the board for students to copy.
• Now distribute the flashcards randomly around the room. Each pair of students gets one card. Pairs must decide which word they think the picture shows and copy a simple version of the picture onto their own list next to the word. If they don’t know a word, they draw the picture at the bottom of the page.
• When pairs have seen all the cards, ask them to look at other pairs’ answers and see if there are any words they can learn – or maybe answers they disagree with.
• At the end, go through the pictures one by one at the front, and confirm the words.
Hidden answers• Before students arrive, write the words you want to
teach in various positions around the board, and then use tape or sticky-tack to put flashcards with the corresponding pictures on the board covering the words, ie the picture of a station hides the word station underneath it.
• In the lesson, ask pairs of students to look at the board (they could come up for a close look), and write down what the words are for the objects they can see.
• When students have finished, ask a pair to choose one word they think they really know. They come to the board and write it below the picture. Don’t say if it’s correct or not. Ask other pairs if they agree or not with what they have written. If they don’t, ask them to come up and also write their answer below the flashcard.
• When everyone has written their words, you can dramatically remove the picture and reveal the real answer underneath. You could give points to the teams that were correct if you wished.
• Continue with the other pictures in the same way.
What the lesson is aboutTheme Describing roomsSpeaking Communication activity: finding
differences between two roomsReading & A dialogue about a new flatlistening Vocabulary FurnitureGrammar A, an, some & any
If you want a lead-in …Introducingthetheme:describingrooms•WriteThere is…andThere are…ontheboard.Look
aroundtheclassroom,andmaketwoorthreesentences,egThere is a whiteboard. There are eight tables.Tellstudentstolookaroundtheclassroomforafewsecondsthenaskthemtogiveyouasmanysentencesastheycantodescribetheroom.
•Analternativetothisistoaskstudentsinpairstowritethreesentencesabouttheclassroom.Twomustbetrue,andonefalse.Askeachpairtoreadouttheirsentences.Therestoftheclassmustsaywhichoneisfalse.
Vocabulary: furniture Language reference, Student’s Book page 41
1•Studentslookatthepicturesandsaywhattheroomsare.
Elicitanswersandmodelgoodpronunciationforstudentstorepeat.
1 livingroom2 bedroom3 diningroom,livingroom4 kitchen
2 & 3 1.50•Studentsmatchthewordstothenumbersinthepicture.•Playtherecording.Studentslistenandrepeatthewords.
fridge–15astereo–3achair–7curtains–11aclock–4asofa–2atelevision–1acupboard–13adesk–8plants–10awardrobe–5acooker–14pictures–9abed–6abookcase–12
1.50
afridge;astereo;achair;curtains;aclock;asofa;atelevision;acupboard;adesk;plants;awardrobe;acooker;pictures;abed;abookcase
43
3c My first flat
StraightForward_TB_01_Ele_p003-170_3p.indd 43 10/11/2011 17:01
Straightforward Second Edition, Elementary, Teacher's Book, ISBN 978-3-19-202951-6, Hueber Verlag
F: Who’sClaudia?S: She’smyflatmate.She’sItalian.Don’tworry,there
aren’tanyboyshere.F: Good.Yourmotherhassomeoldcurtains.Doyouwant
them?S: NO,that’sfine.Wehavecurtains.F: Really?S: Yes.F: Oh.So,whendowecomeandseetheflat?S: Thisweekisn’tgood.Wedon’thaveanychairs.F: Nochairs?Whatdoesthatmean,nochairs?S: Idon’tknow.Sorry,that’sthedoor.Talktoyoulater,OK,
Dad?Bye.
2•TellstudentstolookbackatFlatAonpage36and
underlinefalseinformationinthedialogue.Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.
It’s…perfect.Claudiahasalampforthelivingroom.Wehavecurtains.Wedon’thaveanychairs.
Language&culturalnotes•Shelley’sfatherusesthemarkersReally?andOhwhich
suggestthatheissurprisedbywhatsheissaying–andprobablydoesn’tbelieveher.Youmaywishtopointtheseouttostudents.
•DadandMumarecommonabbreviationsformotherandfather.YoungerchildrensayMummyandDaddy.AmericanstendtosayMomratherthanMum.
3 Methodology Builder 5 & 6: Dialogues 1 & 2, pages 11
& 16
•Pairwork.Putstudentsintopairs.AskthemtoplaytherolesofShelleyandherdad,andtopractisereadingthedialogue.
•Monitorcarefullyandhelpwithanyproblems.•Attheend,youcouldaskoneortwopairstoreadout
partsoftheirdialogue.
Grammar: a,an,some&any Language reference, Student’s Book page 40 Methodology guidelines: Grammar boxes, page xxi
1•AskstudentstolookatthepictureofShelley’sbedroom.
Ask:What can you see?Elicitanswersfromthestudents.•Studentslookatthepictureandcompletethesentences.
Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.
1 any 4 a 7 a2 a 5 any 8 any3 some 6 some
4 1.51 •ReadtheintroductionasaclassandexplainthatShelly
andClaudiaarestudents.Askstudentswhichflattheythinktheywillrent–FlatAorFlatB?
•Playtherecording.StudentslistenandsaywhichflatShellyandClaudiadecidetorent.
FlatA
1.51
L=landlord S=Shelly C=ClaudiaL: OK,thisistheflat.Bedroomhere…andhere.Thebeds
arealittleold.S/C:Oh.L: Here’sthelivingroom.Youhaveawindow,asofaand
aTV.TheTV’sJapanese.It’singoodcondition.It’smymother’sTV.
S: ThatTVisn’tnew.L: Thekitchen.Iknowit’sdirty,butlook–thecooker
worksperfectly,andthefridge,too.Look,oh…asandwich.What’sthatdoingthere?
C: Yuk.L: Anyway,it’s£50perweek.Doyouwantitornot.C: Ummm.S: Yes,wedo,thankyou.
Reading & listeningStudentsreadandlistentoadialogueinwhichShelly(fromVocabularyexercise4)receivesaphonecallfromherfatherabouthernewflatandtriestoassurehimthateverythingisfine.Herfatherwouldliketoseeit,butShellymakesanexcusewhyhecan’tcomeandendsthephonecall.Studentswillneedto‘readbetweenthelines’toinferthatShellyisnotactuallytellingthetruth.
1 1.52•Readthroughthequestionswiththeclass.Tellstudentsto
readandlistentothedialogueatthesametime.•Youcouldputstudentsintopairstodiscusstheanswersto
thequestionsandthendiscussthemasaclass.
1 Shellytellsherfatherthatshelikesherflat,butsheprobablydoesn’t.
2 She’sfromItaly.3 No.Shesays,This week isn’t good.(Probablybecause
shewantstocleanherflatbeforetheyseeit.)
1.52
S=Shelly F=fatherS: Hello?F: Hello,Shelly.It’syourfatherhere.How’syournewflat?
Doyoulikeit?S: Yes,Ido.It’s...perfect.F: Well,tellmeaboutit.Isitbig?S: Yes,itis.F: Andwhataboutfurniture?Isthereanyfurniture?S: Yes,Ihaveadeskandabedinmyroom.F: Wouldyoulikealamp?Wehaveanextralampathome.S: No,thanks,Dad.Claudiahasalampforthelivingroom.
44
3c My first flat
StraightForward_TB_01_Ele_p003-170_3p.indd 44 10/11/2011 17:01
Straightforward Second Edition, Elementary, Teacher's Book, ISBN 978-3-19-202951-6, Hueber Verlag
Revisiontask•Itisaniceideatorevisethelargesetofusefulvocabulary
inthislessonbyplayingoneofthefollowinggames:•Dividetheclassintopairs.Say,Write down five pieces of
furniture you find in a kitchen.Thensay,Write four things you have in your bedroom.Andsoon.PairsmustwritethewordsthenshoutoutFinishedwhentheyhavewrittenthewords.Findoutwhichpaircanwriteeachsetofwordsthequickest.
•Dividetheclassintogroupsoffour.GroupAmustsaythenameofsomethinginthekitchen.GroupBsayanotherwordandsoonroundtheclassuntilteamscan’tthinkofmorewords,andthereisawinningteam.Thenaskgroupstonamebedroomwords.
Speaking Communication activities, Student’s Book pages
132 & 1361•Pairwork.PutstudentsintoAandBpairs.StudentAturns
topage132andStudentBturnstopage136.•Studentslookattheirpicturesofaroom.Theyaskand
answerquestionstofindsixdifferencesbetweentheirrooms.
Alternativeprocedure•Agoodwayofdoingthisactivityistodivideitinto
twostages.•Dividetheclassinhalf.Onehalflooksatthepicturefor
StudentAonpage132andtheotherhalflooksatthepictureforStudentBonpage136.Allowthreeorfourminutesforthestudentstolookattheirpicturesandthenaskthemtodescribeittoanotherstudentintheirgroup.
•ThenredividethestudentssothataStudentApairsupwithaStudentB.Tellthenewpairstoaskandanswerquestionstofindsixdifferencesbetweentheirpictures.
•Askstudentstotellyouthedifferencesinfeedback.
If you want something extra … Straightforward Teacher’s Resource Disc at the back of
this book
Languagenotes:a,an,some&any•Here,atthislevel,theuseofsome,any anda/anis
keptniceandsimple.Itlooksattheusewithsingleandpluralcountablenounsonly.Basically,therulehereis,usesomeinpositivesentences,andanyinnegativesentencesandquestions.
•Ifyouhaveamonolingualclass,thinkabouthowsomeandanyareexpressedinL1.InsomelanguagestheyaremissedoutwhereEnglishtendstousethem,andthesamewordisusedforbothsomeandany.Atthislevel,wheneverL1differsfromEnglish,ittakeslotsofpracticebeforestudentscangraspandmanipulatenewforms.
•Beawarethatsomeandanygetsmorecomplicatedwithuncountablenouns,egI have some money.
•Some isalsousedwithaquestionformwhenmakingoffersandrequests,egWould you like some biscuits? Can I have some bread?Noneedtosharethiswithyourstudentsatthislevelthough!
2 Methodology Builder 7: Accurate speaking & fluent
speaking, page 20
•Askstudentstolookatthetable.Thenmodeltheactivitycarefullybylookingroundtheroomandreadingouttwoorthreetruesentences.
•Elicitsentencesfromaroundtheclass.•Nowmodelthestressandintonationpatterncarefully.
Pointouttheweakpronunciationofareinthere are/ðeərə/,andthelong/ɑː/soundinthere aren’t/ðeərɑːnt/.Showthatthemainstrongstressisonthenounincolumn4,andthatthevoicefallsattheend.Askstudentstolistenandrepeatyourmodel.
•Putstudentsintopairsorgroupsofthreetomaketruesentencesfromthetable.
3•Askstudentstoworkinpairstothinkofandprepare
sentences.Askafewpairstosharetheirideawiththeclass.
Extraidea•Askpairstoprepareandreadoutsentencesaboutone
room.Therestoftheclassmustlistentothesentencesandguesswhichroomtheyaredescribing.
Extratasks1•Livelistening.Describeyour(realorimaginary)bedroom
totheclass.Tellthemtolistencarefullybecausetherewillbequestionsafter.Attheend,asksomesimplequestionsandfindoutifthestudentscanrememberyourdescription,egIs there a picture on the wall? Are there two or three chairs?
2•Askstudentstodrawasimplelinedrawingoftheir
bedrooms.Puttheminpairsandaskthemshowanddescribetheirdrawingstoapartner.Alternatively,askstudentstodescribetheirbedroomswithoutshowingthemandtellpartnerstodrawthebedroomtheyheardescribed.
45
My first flat 3c
StraightForward_TB_01_Ele_p003-170_3p.indd 45 10/11/2011 17:01
Straightforward Second Edition, Elementary, Teacher's Book, ISBN 978-3-19-202951-6, Hueber Verlag
1st first2nd second3rd third4th fourth5th fifth6th sixth7th seventh8th eighth9th ninth10th tenth
2 1.53•Playtherecording.Studentslistenandunderlinetheword
theyhear.Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.
•Studentspractisesayingthewordsintheirpairs.
See audioscript below for answers.
1.53
1 1st2 33 7th4 95 10th6 5th7 3rd8 5th
Languagenotes•Theproblemwithordinalnumbersisthepronunciation.
Theconsonantclustersattheendaredifficulttosay.Infact,fifth/fɪfθ/andsixth/sɪksθ/arenoteasyfornativespeakers!
•Afterdoingthematchingtaskinexercise1,taketimetofocusontheproductionoftheunvoicedconsonants/f/and/θ/.Write1st,4thand5thontheboard.Pointto1standbiteyourbottomlip.Sayfirstwhilereleasingyourbottomlip.Getstudentstocopyandrepeat.Thensayandpractisethe/f/soundsin4thand5th.Write3rdontheboard.Pointtoitandpushyourtongueoutsoitslightlyprotrudesfromyourmouthandpressesagainstyourtopteeth.Getstudentstocopyyou.Saythird,showinghowthetipofyourtonguestartsbeyondyourteethandgoesback.Getstudentstorepeat.Thengetstudentstopractisesayingthe/θ/soundin4thandthetrickycombinationof/f/and/θ/in5th.
3•Tellstudentstolookatthediagramoftheshoppingmall.
Askstudentstolistenandrepeatafteryouthenamesofthedifferentplaces.Thenmodelthetask.Say,What floor is the cinema on? It’s on the fifth floor.Getstudentstolistenandrepeat.
•Putstudentsintopairstotakeitinturnstoaskandanswerusingtheprompts.
•Attheend,askstudentstowritetwoorthreequestionsandanswersintheirexercisebooks.
What the lesson is aboutTheme Shopping malls; giving directionsSpeaking Roleplay: giving directions in a buildingListening Dialogues at the information desk of a
shopping mall Vocabulary Ordinal numbersFunctional Directionslanguage
If you want a lead-in …Pre-teachkeywords:shoppingmalls•Writeshopping mallontheboard.Askstudentstotell
youasmanywordsastheycanthatareconnectedwithshoppingmallsandwritethemup.Theycouldgiveyoutypesofshops(clothes shop,department store,etc)ortheycouldgiveyouverbs(go shopping,buy,sell,etc).
•Alternatively,brainstormthenamesofshopsthatstudentsknowfromtheirlocalshoppingmall.Writethemontheboardthenaskstudentsiftheyknowwhattypeofshopstheyare.
Discussionstarters Methodology guidelines: Discussion starters, page xxi
•How often do you go to shopping malls? What do you do there and who do you meet?
• What are the advantages and disadvantages of going to a shopping mall in comparison to going to the high street?
Speaking1•Askstudentstolookatthephotos.Ask,What can you see
in the photos?•Askstudentstodiscussthequestionsinpairs.In
feedback,discussthequestionsasaclassandfindoutwholikesshopping.
Webresearchtask•Askstudentstovisitthewebsiteofoneoftheworld’s
greatshoppingmallsandfindouthowbigitisandwhatshopsithas.
Web search key words•Dubai Mall•Mall of America•Westfield Centre•Dolce Vita Tejo
Vocabulary: ordinal numbers Language reference, Student’s Book page 41
1•Studentsmatchthewordstotheordinalnumbers.•Infeedback,askstudentstolistentoandrepeatthewords
afteryou.
46
3d Shopping mall
StraightForward_TB_01_Ele_p003-170_3p.indd 46 10/11/2011 17:01
Straightforward Second Edition, Elementary, Teacher's Book, ISBN 978-3-19-202951-6, Hueber Verlag
1.55
I=information desk V=Valerie D=Dave S=Sam W=woman1 I: CanIhelpyou:V: Yes.Whereisthecafé,please?I: It’sonthesecondfloor.Goupthestairsandturnright.V: Istherealift?I: Yes,thereis.It’sbehindyou.V: Oh,yes.Thankyou.
2 D: Excuseme.Wherearethetoilets?I: Sorry?D: Themen’stoilets?I: Thetoilets?They’reoverthere.They’reontheleft,next
tothelift.D: Where?I: Look,thebrowndoors.D: Great.
3 S: Isthereapublictelephonenearhere?I: Yes,thereis.It’snexttothestairs.It’sontheright.S: Thankyou.I: Youneedacard.S: What?I: Youneedacard.Itdoesn’tacceptcoins.
4W:Isthereababychangingroom?I: Sorry?W:Ababychangingroom.Ineedtochangethebaby.I: Yes,godownthesestairshere.Thenturnleftandgo
alongthehall.It’snexttothewomen’stoilets.W:Thankyou.Shhhhh.
4 1.55•Readoutthesentences.Playtherecordingagain.Students
listenandmatcheachsentencetoaplaceinexercise1.
1 publictelephone2 publictelephone3 men’stoilets4 babychangingroom5 lift6 café
Functional language: directions Language reference, Student’s Book page 40
1•Studentscompletethedirectionswithawordfromthe
box.Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.
A turnleftB goupC ontherightF godownG goalong
Extrapractice•Extendthispracticebymakinganinformation
gapactivity.•Drawfourlinesontheboardwithspacebetweenthem,
labelled1stto4th,andaskstudentstocopy.Likethis: 1st 2nd 3rd 4th
•Thenwritetwolistsontheboard,likethis: A B bookshop DVD shop toilets emergency exit meeting point first aid centre games shop men’s clothes shop
•Putstudentsintopairs.AskStudentAtodecideonwhichfloortheplacesintotheirlistgo.Theymustwritethemontheirmap.StudentBmustwritewordsfromhis/herlistonthemap.
•Askstudentstotakeitinturnstoaskandanswer,usingthequestionfromexercise3.Theymustcompletetheirmapwiththeplacestheirpartnertellsthem.
ListeningFourdifferentpeopleaskfordirectionsattheinformationdeskinashoppingmall.
1 & 2 1.54•Studentscanworkinpairstomatchthewordstothe
symbolsonthemap.•Playtherecording.Studentslistenandchecktheir
answers.Askstudentstolistenandrepeatthewords.
See answers in audioscript below.
1.54
A men’stoiletsB women’stoiletsC babychangingroomD publictelephoneE caféF informationG lift
3 1.55 Methodology Builder 24: A few guidelines for listening,
page 98
•YoucouldpredictthelanguageusedinthistaskbysayingYou are at an information desk in a shopping mall. You want some information. What do you say?Elicit,forexample,Where are the toilets? What floor is the café on?Atthislevel,‘predictingwhatyouaregoingtohear’isauseful,confidence-buildingthingtodo.
•Playtherecording.Studentslistenandtickthewordsfromexercise1theyhear.
•Theycancomparetheiranswerswithapartnerbeforeyoucheckwiththewholeclass.
The following words should be ticked:men’stoilets;women’stoilets;babychangingroom;telephone;café;lift;
47
Shopping mall 3d
StraightForward_TB_01_Ele_p003-170_3p.indd 47 10/11/2011 17:01
Straightforward Second Edition, Elementary, Teacher's Book, ISBN 978-3-19-202951-6, Hueber Verlag
2 & 3 1.56•Askstudentstoreadthesixsentencesfirst.Thenplaythe
recordingforstudentstocompletethesentences.•Studentslookattheaudioscriptonpage141inthe
Student’sBooktochecktheiranswers.
See answers in audioscript.
1.56
1 Whereisthecafé?2 It’sonthesecondfloor.Goupthestairsandturnright.3 Wherearethemen’stoilets?4 They’reoverthere.They’reontheleft,nexttothelift.5 It’snexttothestairs.It’sontheright.6 Godownthesestairshere.Thenturnleftandgoalong
thehall.
4 Methodology Builder 6: Dialogues 2, page 16
•Pairwork.Putstudentsintopairs.Tellthemtotakeitinturnstoreadthedialoguesintheaudioscript.
Extratasks1•Bringinasetofsimpletouristmapsofthecityyouare
inoracitystudentsknowwell.Telltheclasstoimaginethattheyareinoratawell-knownplace(thetouristofficeormarketsquare,forexample).Askeachstudenttothinkofthreeplacestheywouldliketogetto.Thenputthestudentsintopairs.Studentstaketurnstoaskfordirectionsandgivedirectionstodifferentplaces.
2•Placemaskingtapeontheflooroftheclassroom(making
sureitwon’tleaveamark!)sothatitgoesroundtheroom,turningleftandright.Onestudentstandsatwherethetapestarts.Therestoftheclassgivesinstructionssothatthestudentcorrectlyfollowsthelineofthetape.
5 & 6 Methodology Builder 9: Spoken errors – fluency tasks 2,
page 34
•Pairwork.PutstudentsintoAandBpairs.Askthemtolookattheplanoftheshoppingmall.Asksomesimplequestionstofamiliarizethestudentswiththemap,egWhere is the shop? Where is the men’s clothes shop?
•Readthroughtheinstructionscarefully,thenbrieflymodeltheactivitywithastrongstudent.
•Askstudentstotakeitinturnstoroleplaythesituation.•Monitorandcarefullyprompt,andnoteerrors.•Attheendoftheactivity,writeafewerrorsontheboard
forthestudentstocorrectasaclass.
If you want something extra … Straightforward Teacher’s Resource Disc at the back of
this book
48
3d Shopping mall
StraightForward_TB_01_Ele_p003-170_3p.indd 48 10/11/2011 17:01
Straightforward Second Edition, Elementary, Teacher's Book, ISBN 978-3-19-202951-6, Hueber Verlag
3 Writing Workbook page 69
Sample answer:HiJackHerearethedirectionstomyhouse.Idon’tlivenexttothecarpark.Fromthecarparkgooutandwalkalongthestreetinfrontofthetheatre.Turnrightonthesecondstreetontheright.Turnleftatthesupermarketandtakethefirststreetontheright.There’sarestaurantandacaféontheright.Myhouseisnexttothecafé.Seeyousoon!
3 Review Student’s Book page 149
1
1 third2 fourth3 first4 fifth5 second
2
3 Howmanychairsarethere?Thereisonechair.4 Isthereadesk?Yes,thereis.5 Isthereacomputer?No,thereisn’t.6 Howmanylampsarethere?Therearetwolamps.7 Arethereanyplants?Yes,thereare.8 Isthereatelevision?Yes,thereis.9 Arethereanycurtains?No,therearen’t.
3
TheMoMA(MuseumofModernArt)isinNewYorknearfromMadisonAvenue,betweenFifthandSixthAvenue.TherearelotsofdifferentsdifferenttypesofartintheMoMA.Thereisarepaintings,sculptures,drawingsandanysomephotographs.Thereisaneducationcentreontheonefirstfloorofthemuseum.
4
1big:small2ugly:beautiful3horrible:lovely4noisy:quiet5new:old
5
1 any2 some3 a4 are5 a6 Is7 is
6
1 Yes,canIhelpyou?2 Thetoilets.OK,goalongthehallhereandturnleft.3 Turnleft4 Thengodownthestairs.5 No,downthestairs.6 oppositetheinformationdesk.
Answer key
49
StraightForward_TB_01_Ele_p003-170_3p.indd 49 10/11/2011 17:01
Straightforward Second Edition, Elementary, Teacher's Book, ISBN 978-3-19-202951-6, Hueber Verlag
Recommended