- Información
- Chat IA
Pdf-gold-c1-advanced-new-edition-teacherx 27s-book compress
Maestría en Ambientes Interculturales de Aprendizaje
Recomendado para ti
Comentarios
Vista previa del texto
Clementine AnnabellClementine Annabell"" Louise Manicolo Louise Manicolo"" Rawdon Wyatt Rawdon Wyatt
Teacher9s Book Teacher9s Book
NEW EDITIONNEW EDITION
C1 AdvancedC1 Advanced
NEW EDITIONNEW EDITION
C1 AdvancedC1 Advanced
INTRODUCTIONINTRODUCTION
RationaleRationale
Welcome toWelcome toGold C1 Advanced New EditionGold C1 Advanced New Edition, the innovative, the innovative and engaging course for students preparing to sitand engaging course for students preparing to sit Cambridge English Qualiûcations C1 Advanced, or genCambridge English Qualiûcations C1 Advanced, or generaleral English students studying at C1 level on the commonEnglish students studying at C1 level on the common European framework framework C1 Advanced New EditionGold C1 Advanced New Edition
follows the same approach as previous editions but follows the same approach as previous editions but revised and updated following extensive research wirevised and updated following extensive research wihas beenhas beenth usersth users
throughout the world. The new material includes addthroughout the world. The new material includes additionalitional progress tests, a unit-by-unit Grammar reference wiprogress tests, a unit-by-unit Grammar reference with checkth check exercises and a complete Cambridge English Qualiûcaexercises and a complete Cambridge English Qualiûcationstions C1 First Practice Test First Practice Test.
Students will ûnish theStudents will ûnish theGold C1 Advanced New EditionGold C1 Advanced New Edition course conûdent of both their English level and knocourse conûdent of both their English level and knowledgewledge of the best strategies for each exam task. The langof the best strategies for each exam task. The language anduage and skills taught in the units are supported by comprehskills taught in the units are supported by comprehensiveensive reference sections for Grammar, Writing and the exareference sections for Grammar, Writing and the examm. Gold. Gold C1 Advanced New EditionC1 Advanced New Edition provides a complete package of provides a complete package of printed and digital components that can be used indprinted and digital components that can be used individuallyividually or in different combinations to suit the students9 or in different combinations to suit the students9 needsneeds
and the teaching environment. The overview on pagesand the teaching environment. The overview on pages435 explains how the435 explains how theGold C1 Advanced New EditionGold C1 Advanced New Edition
components ût together. The teaching notes include components ût together. The teaching notes include manymany ideas for how and when to use the different componeideas for how and when to use the different components tonts to provide an integrated and easy-to-use course packagprovide an integrated and easy-to-use course package thate that teachers will ûnd invaluable will ûnd invaluable.
Main features of the courseMain features of the course
####### Dynamic learningDynamic learning
Gold C1 Advanced New EditionGold C1 Advanced New Edition helps teachers to helps teachers to deliver stimulating, discussion-rich lessons with ldeliver stimulating, discussion-rich lessons with lotsots of personalisation. There is a strong emphasis onof personalisation. There is a strong emphasis on communicative practice and the development of naturcommunicative practice and the development of naturalal
speaking skills to build student conûdence skills to build student conûdence.
####### Better class ûowBetter class ûow
Each unit inEach unit inGold C1 Advanced New EditionGold C1 Advanced New Edition contains contains practice for all papers of the Cambridge Englishpractice for all papers of the Cambridge English Qualiûcations C1 Advanced exam, and every lesson inQualiûcations C1 Advanced exam, and every lesson includescludes an integrated range of skills with plenty of discusan integrated range of skills with plenty of discussion. Thesion. The material is divided into lessons on spreads or pagematerial is divided into lessons on spreads or pages, eachs, each with a carefully structured progression through a vwith a carefully structured progression through a variety ofariety of activities including individual, pair- and whole-clactivities including individual, pair- and whole-class work work.
####### Vocabulary presented in chunksVocabulary presented in chunks
InInGold C1 Advanced,Gold C1 Advanced,phrasal verbs, collocations, idioms andphrasal verbs, collocations, idioms and
other vocabulary are presented and practised in conother vocabulary are presented and practised in context totext to help students understand and remember them better students understand and remember them better.
####### ComprehensivComprehensive exam e exam practice andpractice and
####### supportsupport
Gold C1 Advanced New EditionGold C1 Advanced New Edition ensures that both teachers ensures that both teachers and students know what to expect in the exam and hoand students know what to expect in the exam and how tow to deal with each part effectively, thanks to the caredeal with each part effectively, thanks to the carefully stagedfully staged exam tasks and comprehensive Exam Focus section detexam tasks and comprehensive Exam Focus section detailingailing strategies for every part of the exam, as well as estrategies for every part of the exam, as well as extra tipsxtra tips with exam tasks. Support levels are graduated throuwith exam tasks. Support levels are graduated throughgh the book to help prepare students for tackling the the book to help prepare students for tackling the taskstasks independently in the exam. Theindependently in the exam. TheGold C1 Advanced NewGold C1 Advanced New EditionEdition Coursebook Coursebook also contains a complete Cambridge also contains a complete Cambridge English Qualiûcations C1 Advanced Practice Test, puEnglish Qualiûcations C1 Advanced Practice Test, puttingtting another exam preparation tool at the teacher9s dispanother exam preparation tool at the teacher9s disposal. TheTheExam Maximiser Exam Maximiser also provides comprehensive revision, also provides comprehensive revision, practice and extension, as well as a complete Practpractice and extension, as well as a complete Practice Test,ice Test, additional Use of English sections and advice on hoadditional Use of English sections and advice on how tow to avoid making common exam errors. Theavoid making common exam errors. TheGold C1 AdvancedGold C1 Advanced New Edition MyEnglishLabNew Edition MyEnglishLab component provides further component provides further online practice of the skills students will need toonline practice of the skills students will need to excel excel in the exam, as well as two further Cambridge Engliin the exam, as well as two further Cambridge Englishsh Qualiûcations C1 Advanced Practice Testsûcations C1 Advanced Practice Tests.
####### Extensive digital packageExtensive digital package
TheTheGold C1 Advanced New EditionGold C1 Advanced New Edition digital components digital components includeincludeeTexteTextfor students, App for students including audiofor students, App for students including audio and video,and video, ActiveT ActiveTeacheach IWB software, IWB software,MyEnglishLabMyEnglishLab, and, and downloadable teacher9s resources including thedownloadable teacher9s resources including theTestmaster Testmaster ,, photocopiable worksheets and allphotocopiable worksheets and allCoursebook Coursebook and andExamExam Maximiser Maximiser audio and video. You will ûnd many ideas of how audio and video. You will ûnd many ideas of how and when to use these included in theand when to use these included in theTeacher9s BookTeacher9s Bookalongalong with other suggestions for incorporating technologywith other suggestions for incorporating technology..
33
OVERVIEW OF COURSE COMPONENTSOVERVIEW OF COURSE COMPONENTS
CoursebookCoursebook
àà Twelve engaging units with authentic textsTwelve engaging units with authentic texts àà Exam-style practice and exam tipsExam-style practice and exam tips àà Extensive reference section including Grammar referExtensive reference section including Grammar reference,ence, Exam focus and Writing referenceExam focus and Writing reference àà Download the class audio fromDownload the class audio pearsonELT.com/goldwww.pearsonELT/gold
Exam Maximiser Exam Maximiser
àà Complements and consolidates theComplements and consolidates theCoursebook Coursebook material material àà Additional practice of skills, exam tasks and languAdditional practice of skills, exam tasks and language pointsage points àà Activities follow on from but are not dependent on Activities follow on from but are not dependent on thethe Coursebook Coursebook àà Six additional Use of English spreads and a completSix additional Use of English spreads and a complete Practicee Practice TestTest àà With- and without key versionsWith- and without key versions àà Students download theStudents download theExam Maximiser Exam Maximiser audio material for audio material for self-study fromself-study pearsonELT.com/goldwww.pearsonELT/gold
MyEnglishLabMyEnglishLab
àà Online Learning Management System which complementsOnline Learning Management System which complements and consolidates theand consolidates theCoursebook Coursebook material material àà Interactive versions of allInteractive versions of allExam Maximiser Exam Maximiser activities activities àà Large bank of extra practice activities providesLarge bank of extra practice activities provides comprehensive training in the subskills and areas ocomprehensive training in the subskills and areas off language that underpin the examlanguage that underpin the exam àà Video presentations explain each part of the examVideo presentations explain each part of the exam àà Three full practice testsThree full practice tests àà Automatic activity grading and instant rich feedbacAutomatic activity grading and instant rich feedbackk àà Gradebook to track students9 progressGradebook to track students9 progress àà Common Error Report identiûes areas for improvementCommon Error Report identiûes areas for improvement
eTeText for ext for studenstudentsts
àà Digital version of theDigital version of theCoursebook Coursebook àà For use at home or in class, on desktop, laptop or For use at home or in class, on desktop, laptop or mobilemobile devicesdevices àà Students can listen to the audio as many times as tStudents can listen to the audio as many times as they needhey need to and read along with the audio scriptto and read along with the audio script
44
Recommended with GoldRecommended with Gold
C1 Advanced New EditionC1 Advanced New Edition
####### Longman Dictionary of ContemporaryLongman Dictionary of Contemporary
####### EnglishEnglish
The sixth edition of theThe sixth edition of theLDOCE LDOCE is a must-have is a must-have for students preparing for examinations students preparing for examinations. " " Over Over 65,000 65,000 collocationscollocations " " Over Over 18,000 18,000 synonyms, synonyms, antonyms antonyms andand related wordsrelated words " " Academic Academic Word Word List List highlightedhighlighted " " Register notes Register notes focus on focus on the dithe difference between fference between spokenspoken and written Englishand written English The new online site offers the entire content of thThe new online site offers the entire content of thee dictionary plus additional innovative functionalitydictionary plus additional innovative functionality, including, including Study CentreStudy Centre which has thousands of exercises, including which has thousands of exercises, including exam practice for Cambridge English Qualiûcations practice for Cambridge English Qualiûcations.
####### Practice Tests Plus C1 Advanced New EditionPractice Tests Plus C1 Advanced New Edition
TheThePractice Tests Plus Advanced New EditionPractice Tests Plus Advanced New Edition offers comprehensive practice for each examoffers comprehensive practice for each exam paper and includes:paper and includes:
" " seven seven complete complete practice tests, practice tests, two two withwith exam guidance and question-speciûc tipsexam guidance and question-speciûc tips " " audio and audio and visual materials visual materials for students for students to practise to practise for thefor the speaking and listening papers at homespeaking and listening papers at home " " a guide a guide to to the Cambridge the Cambridge English QualiEnglish Qualiûcations C1ûcations C Advanced examAdvanced exam " " answer key answer key and and audio script audio script to support to support teachers doingteachers doing exam practice in class practice in class. Practice Tests Plus Advanced New EditionPractice Tests Plus Advanced New Edition online materials online materials include:include: " " ûlmed ûlmed examples examples of of the the speaking speaking examexam " " writing writing samplessamples " " teaching teaching tips tips and and activity activity ideasideas
Teaching strategiesTeaching strategies
TheTheGold C1 Advanced New Edition TestmasterGold C1 Advanced New Edition Testmasterincludesincludes two Placement Tests which may be used as aids to estwo Placement Tests which may be used as aids to establishtablish whether a student is at an appropriate level for thwhether a student is at an appropriate level for theeGold C1Gold C Advanced Advanced New EdiNew Editiontion course. Even if two students were course. Even if two students were to attain an identical numerical score, no two learto attain an identical numerical score, no two learners areners are exactly the same and, consequently, it is natural texactly the same and, consequently, it is natural that everyhat every teacher has to manage a degree of diversity in theiteacher has to manage a degree of diversity in their classr class due to variation in prior knowledge, learning pace due to variation in prior knowledge, learning pace and styleand style
and motivation. A key aspect to successfully teachiand motivation. A key aspect to successfully teachimulti-level class is to know your learners-level class is to know your learners. ng ang a
####### Ideas to help you know your learnersIdeas to help you know your learners
Student reûectionStudent reûection Ask students to reûect on and describe their own goAsk students to reûect on and describe their own goals,als, strengths and weaknesses in their personal English-strengths and weaknesses in their personal English-learninglearning journey. journey. This woThis works well rks well as an ias an initial nitial writing writing assignmenassignment fort for the ûrst day9s homework on the course ûrst day9s homework on the course.
Test to help you teachTest to help you teach TheTheGold C1 Advanced New Edition Testmaster Gold C1 Advanced New Edition Testmaster includes a includes a range of assessment resources including Placement arange of assessment resources including Placement and Exitnd Exit Tests, twelve Unit Tests and four Progress Tests, iTests, twelve Unit Tests and four Progress Tests, includingncluding versions for students with dyslexia. Using these teversions for students with dyslexia. Using these tests cansts can help you focus your classes more precisely to your help you focus your classes more precisely to your students9students needs.
Make time to listenMake time to listen During group discussions and pairwork, take the oppDuring group discussions and pairwork, take the opportunityortunity to circulate and listen. Make notes on what you heato circulate and listen. Make notes on what you hear,r, especially any areas that require targeted developmespecially any areas that require targeted development toent to deal with later in the lesson or at a future point with later in the lesson or at a future point.
Read student writing regularlyRead student writing regularly EachEachGold C1 Advanced New EditionGold C1 Advanced New Edition unit includes a writing unit includes a writing assignment. By giving individualised feedback, you assignment. By giving individualised feedback, you will learnwill learn a lot about each student as a writer. Make sure youa lot about each student as a writer. Make sure you keep in keep in mind what you notice to include in future teaching what you notice to include in future teaching.
TutorialsTutorials Some teachers ûnd meeting with students individuallSome teachers ûnd meeting with students individually in ay in a tutorial beneûcial for monitoring and discussing prtutorial beneûcial for monitoring and discussing progress. You could allow 15 minutes once a month for this could allow 15 minutes once a month for this.
Record-keepingRecord-keeping Records can be as simple as a page for each studentRecords can be as simple as a page for each student in in the class register binder, or could be kept electrothe class register binder, or could be kept electronically innically in a document or spreadsheet. Having a place to keep na document or spreadsheet. Having a place to keep notesotes on each student including goals, test scores and wron each student including goals, test scores and writingiting feedback makes it easier to remember the details offeedback makes it easier to remember the details of individuals, as well as to write reports, as well as to write reports.
66
Teaching with MyEnglishLabTeaching with MyEnglishLab
MyEnglishLab: Gold C1 Advanced New EditionMyEnglishLab: Gold C1 Advanced New Edition complements complements thetheCoursebook Coursebook and allows you to provide students and allows you to provide students with a blended learning experience. In addition to with a blended learning experience. In addition to beingbeing an interactive alternative to thean interactive alternative to theExam Maximiser Exam Maximiser , the, the MyEnglishLabMyEnglishLab component contains a large bank of component contains a large bank of additional Cambridge English Qualiûcations C1 Advanadditional Cambridge English Qualiûcations C1 Advancedced exam practice activities. It also includes video inexam practice activities. It also includes video introductionstroductions to each part of the exam and two full practice testto each part of the exam and two full practice tests. You ands. You and your students can access these materials wherever tyour students can access these materials wherever there ishere is an internet connection internet connection. UsingUsingMyEnglishLabMyEnglishLab allows you to spend less time marking allows you to spend less time marking exercises in class, which frees up classroom time fexercises in class, which frees up classroom time for moreor more communicative activities, project work and so on, acommunicative activities, project work and so on, andnd students receive instant detailed feedback which isstudents receive instant detailed feedback which is relevant relevant to the answer they gave the answer they gave.
Introduce MyEnglishLab to your studentsIntroduce MyEnglishLab to your students After you have registered and created your course, After you have registered and created your course, studentsstudents can register using the unique access code from theican register using the unique access code from theirr Coursebook Coursebook and yo and your Teacher9ur Teacher9s course s course code. Introducing the purpose ofIntroducing the purpose ofMyEnglishLabMyEnglishLab to your class is to your class is essential. Discuss how you intend to use it and whyessential. Discuss how you intend to use it and why it is it is
beneûcial: they9ll have access to additional practibeneûcial: they9ll have access to additional practikey skills they9ll need to excel in the exam; they key skills they9ll need to excel in the exam; they can getcan getce of thece of the instant feedback on their answers; they can track tinstant feedback on their answers; they can track theirheir progress very easily with the onscreen indicators very easily with the onscreen indicators.
Assign work regularlyAssign work regularly You can make all of the material available for studYou can make all of the material available for students toents to work through in their own time or assign speciûc acwork through in their own time or assign speciûc activitiestivities as you go through your course. You can assign tasksas you go through your course. You can assign tasks to to the whole class, to groups of students with differethe whole class, to groups of students with different needsnt needs or to individual students. Theor to individual students. TheGold C1 Advanced NewGold C1 Advanced New EditionEdition Teacher9s Book Teacher9s Book includes suggestions for speciûc includes suggestions for speciûc MyEnglishLabMyEnglishLab activities to consolidate the activities to consolidate theCoursebook Coursebook content in thecontent in the Additi Additional pronal practiceactice sections of the teacher9s sections of the teacher9s notes, where 8MyEnglishLab9 is abbreviated to 8MEL9notes, where 8MyEnglishLab9 is abbreviated to 8MEL9..
Make the most of the gradebookMake the most of the gradebook Check the gradebook regularly to see how your studeCheck the gradebook regularly to see how your studentsnts are doing. You can export the gradebook as an Excelare doing. You can export the gradebook as an Excel ûle to ûle to make life easy when you need to write student repormake life easy when you need to write student reports. The Common Error report shows the frequency and typThe Common Error report shows the frequency and types ofes of errors students have made on an exercise. This makeerrors students have made on an exercise. This makes it easys it easy for you to identify areas for further remedial teacfor you to identify areas for further remedial teaching.
MessagesMessages MyEnglishLab: Gold C1 Advanced New EditionMyEnglishLab: Gold C1 Advanced New Edition enables you enables you to send and keep track of messages to your studentsto send and keep track of messages to your students. You. You can remind them about their homework, offer guidanccan remind them about their homework, offer guidance,e, and have one-to-one exchanges. There is also a foldand have one-to-one exchanges. There is also a folder whereer where you can upload documents for the class such as readyou can upload documents for the class such as readinging material, sample answers or notices, sample answers or notices.
Managing multi-levManaging multi-level el classesclasses
Plenty of pairworkPlenty of pairwork Working in pairs and small groups gives students thWorking in pairs and small groups gives students thee opportunity to learn reciprocally. Discussing reasoopportunity to learn reciprocally. Discussing reasons for theirns for their answers in an activity can be particularly useful banswers in an activity can be particularly useful by providingy providing both the challenge of articulating a reason effectiboth the challenge of articulating a reason effectively andvely and the support of having someone else9s thought procesthe support of having someone else9s thought processs explained. The lesson plans in theexplained. The lesson plans in theGold C1 Advanced NewGold C1 Advanced New Edition Teacher9s Book Edition Teacher9s Book include pairwork in every lesson. include pairwork in every lesson.
Mix them upMix them up The more diverse your class, the more important it The more diverse your class, the more important it is tois to change partners regularly to ensure students get a change partners regularly to ensure students get a rangerange of practice with people with different strengths. Tof practice with people with different strengths. This ishis is particularly important when preparing for the speakparticularly important when preparing for the speakinging paper of Cambridge English Qualiûcations C1 Advancepaper of Cambridge English Qualiûcations C1 Advanced,d, where students will be paired with someone who may where students will be paired with someone who may havehave a different level than themselves. Repeating an exea different level than themselves. Repeating an exercisercise with a new partner is a strategy that is often usedwith a new partner is a strategy that is often used in the in the Gold C1 Advanced New EditionGold C1 Advanced New Edition Teacher9s Book Teacher9s Book , which gives, which gives students of all abilities the opportunity to improvstudents of all abilities the opportunity to improve their ûrste their ûrst performance.
Offer choicesOffer choices
Many students respond well to choices that help theMany students respond well to choices that help them makem make a decision about their own learning. For example: 8a decision about their own learning. For example: 8OK, I9mOK, I9m going to offer you a choice here. For those who wougoing to offer you a choice here. For those who would likeld like to look at the third conditional in more detail, I9to look at the third conditional in more detail, I9m going tom going to work through the Grammar reference now. If you feelwork through the Grammar reference now. If you feel you you are already familiar with the third conditional, yoare already familiar with the third conditional, you can startu can start the exercise on p.X exercise on p.
Have a plan for fast ûnishersHave a plan for fast ûnishers If your class is particularly diverse, there may beIf your class is particularly diverse, there may be a signiûcant a signiûcant variation in the time it takes for students to compvariation in the time it takes for students to complete anlete an exercise, especially during timed tests or writing exercise, especially during timed tests or writing activities. One option is to write the day9s homework on the boOne option is to write the day9s homework on the boardard before class, and let students know that if they ûnbefore class, and let students know that if they ûnish classish class exercises early they can begin working on their homexercises early they can begin working on their homework. Another option for fast ûnishers is for them to desAnother option for fast ûnishers is for them to design a fewign a few extra questions/exercises on the lesson topic. You extra questions/exercises on the lesson topic. You could alsocould also have English newspapers/magazines/readers availablehave English newspapers/magazines/readers available..
Provide extra supportProvide extra support Some additional suggestions for students who are ûnSome additional suggestions for students who are ûndingding the course very challenging include:the course very challenging include:
" " giving giving students the students the opportunity to opportunity to rehearse rehearse beforebefore discussion activities, e. 8You9re going to speak discussion activities, e. 8You9re going to speak with yourwith your partner about the photos on p. Take a minute now partner about the photos on p. Take a minute now toto look at them and think about what you9re going to slook at them and think about what you9re going to say. I9ll let you know when to begin let you know when to begin.
" " for for writing activities, writing activities, eliciting eliciting sentence starters sentence starters on on thethe
board which students may choose to useboard which students may choose to use
See page 6 for some recommended additional resourceSee page 6 for some recommended additional resources.
77
11
AlternativeAlternative If students don9t feel conûdent making suggestions If students don9t feel conûdent making suggestions toto each other at this early stage of the course, ask teach other at this early stage of the course, ask themhem to just reûect on their own performance, and shareto just reûect on their own performance, and share something they would like to improve with the othersomething they would like to improve with the other students they worked with they worked with.
AnswersAnswers 2211 Question 1: What did you like most about the arQuestion 1: What did you like most about the area whereea where you grew up?you grew up? 22 Karl provides answers of Karl provides answers of appropriate length. He gives twoappropriate length. He gives two utterance answers. He either ûrst answers the questutterance answers. He either ûrst answers the question andion and then provides more information e. 8I9m German. I then provides more information e. 8I9m German. I live justlive just outside Berlin now but I grew up in the centre of toutside Berlin now but I grew up in the centre of the city Orhe city Or he prefaces his answer with a comment that allows hhe prefaces his answer with a comment that allows him toim to show the range of language he has at his disposal ashow the range of language he has at his disposal and thennd then goes on to provide an answer e. 8Well, there are goes on to provide an answer e. 8Well, there are so manyso many things, really, but I suppose the one that really sthings, really, but I suppose the one that really stands out fortands out for me is living so close to a great city like Berlin is living so close to a great city like Berlin.
TTeaching eaching Tip:Tip: Recording spoken tasks Recording spoken tasks If students have mobile devices, encourage them toIf students have mobile devices, encourage them to record themselves talking in Activity 5. Then ask trecord themselves talking in Activity 5. Then ask them tohem to listen to the recording and reûect on what they didlisten to the recording and reûect on what they did well well and what they could improve on. Encourage studentsand what they could improve on. Encourage students to save the recording to play to themselves later ito save the recording to play to themselves later in then the course so that they can hear their own progress so that they can hear their own progress.
Multiple-choice cloze (Part 1)Multiple-choice cloze (Part 1)
AimAim ïï to complete an exam-style multiple-choice cloze tasto complete an exam-style multiple-choice cloze taskk (Reading and Use of English Part 1)(Reading and Use of English Part 1)
TTeaching eaching tip:tip: The Reading and Use of English The Reading and Use of English paper (Part 1)paper (Part 1) Tell students that the Reading and Use of English pTell students that the Reading and Use of English paper ofaper of the exam is divided into eight parts. Part 1 is a mthe exam is divided into eight parts. Part 1 is a multiple-ultiple- choice cloze: a gapped text with a choice of four ochoice cloze: a gapped text with a choice of four optionsptions for each gap. For more information, refer students for each gap. For more information, refer students to theto the Exam focusExam focus on p. on p.
####### 66 Focus students9 attention on the title of the articFocus students9 attention on the title of the article. Elicitle. Elicit
the meaning ofthe meaning oflottery lottery (a game used to make money (a game used to make money for a state or a charity in which people buy ticketfor a state or a charity in which people buy ticketss with a series of numbers on them 3 if their numberwith a series of numbers on them 3 if their number is picked by chance, they win money or a prize). Puis picked by chance, they win money or a prize). Putt students into pairs to discuss the question (withoustudents into pairs to discuss the question (withoutt looking at the text).looking at the text).
Additional activity:Additional activity: Reading for gistReading for gist Ask students to read the article quickly without woAsk students to read the article quickly without worryingrrying about the gaps to see what kind of home a real lottabout the gaps to see what kind of home a real lotteryery
winner chose. Ask them to compare it to their own iwinner chose. Ask them to compare it to their own ideasdeas from Activity 6 Activity 6.
####### 7 7 Point out that this task type focuses on whetherPoint out that this task type focuses on whether
students can understand subtleties in meaningstudents can understand subtleties in meaning between words of a very similar meaning. Do thisbetween words of a very similar meaning. Do this activity as a class as a class.
####### 88 Students complete the article then compare theirStudents complete the article then compare their
answers in pairs before checking as a class in pairs before checking as a class.
####### 99 Students discuss the question in pairs, then elicitStudents discuss the question in pairs, then elicit a few a few
responses.
AnswersAnswers 77 11 CC 22 D and D and AA 88 11 BB ((only only means that there were no other winners) means that there were no other winners) 22 DD ((opted opted is the only verb is the only verb on the list which is followed byon the list which is followed byfor for )) 33 AA ((uncommonuncommon and andunlikelyunlikelyare not usually used as stand-are not usually used as stand- alone adjectives for people adjectives for people Unfamiliar as a stand-alone as a stand-alone adjective for a person means not known to you, whicadjective for a person means not known to you, whichh doesn9t make sense here.)doesn9t make sense here.) 44 CC ((take into account take into account is a collocation) is a collocation) 55 AA (( proximit proximity y has the best meaning and it is the only noun has the best meaning and it is the only noun from the list which is followed byfrom the list which is followed bytoto)) 66 DD ((affordafford= to have enough money to pay for something)= to have enough money to pay for something) 77 CC ((fantasisefantasise is the only verb listed which is followed by the is the only verb listed which is followed by the prepositionprepositionabout about )) 88 BB ((loved oneloved oneis a compound word meaning a person youis a compound word meaning a person you love, usually a family member)love, usually a family member)
Additional activityAdditional activity Put students into pairs and allocate each pair onePut students into pairs and allocate each pair one of the sets of words from Activity 8 (or for a shorof the sets of words from Activity 8 (or for a shorterter alternative, two words from a set). With their partalternative, two words from a set). With their partner,ner, students discuss the differences in meaning and usestudents discuss the differences in meaning and use between the alternatives then look up the deûnitionbetween the alternatives then look up the deûnitionss in the Longman Dictionary of Contemporary English ain the Longman Dictionary of Contemporary English att ldoceonline. Ask students to brieûy ldoceonline. Ask students to brieûy present the differences to the class. Alternatively, studenthe differences to the class. Alternatively, students couldts could post their ûndings to a private class online space their ûndings to a private class online space.
TTeaching eaching tip:tip: Setting up an online spaceSetting up an online space Set up an online space for your class, for example,Set up an online space for your class, for example, in your in your school9s learning management system, MyEnglishLab,school9s learning management system, MyEnglishLab, or on a social media site. You can use the space toor on a social media site. You can use the space to communicate notices to students, for students to sucommunicate notices to students, for students to submitbmit work, provide links to useful resources, and for onwork, provide links to useful resources, and for onlineline discussion.
ADDITIONAL PRACTICEADDITIONAL PRACTICE || MaximiserMaximiser p, Speaking p, Speaking|| MELMEL Unit 1, SpeakingUnit 1, Speaking|| MELMEL Extra practice, Speaking 1 Giving good Extra practice, Speaking 1 Giving good Part 1 answersPart 1 answers|| Active TeachActive Teach Game: Sheep out! Game: Sheep out!
Unit 1Unit 1 Where we live Where we live 99
11
GG ff
Grammar focusGrammar focus pp.
Warmer Warmer Ask students to discuss in pairs whether they thinkAsk students to discuss in pairs whether they think it it would be more dangerous to live in a small town or would be more dangerous to live in a small town or aa city. Reveal that it is generally more dangerous tocity. Reveal that it is generally more dangerous to live in live in a small town than in a city and ask students to spea small town than in a city and ask students to speculateculate why this might be (e. because of fewer hospitals why this might be (e. because of fewer hospitals oror medical resources; rural drivers go much more quickmedical resources; rural drivers go much more quickly).ly).
####### 1 1 Put students into pairs and encourage them to thinkPut students into pairs and encourage them to think of of
at least three advantages and disadvantages of liviat least three advantages and disadvantages of living inng in a small town. Then ask students for a show of handsa small town. Then ask students for a show of hands to to indicate whether they consider themselves aindicate whether they consider themselves a city person city person or aor a small-town person. small-town person a few students to giveInvite a few students to give reasons for their choices for their choices.
####### 2 2 Play the recording and elicit whether the speakerPlay the recording and elicit whether the speaker
mentioned any of the things that were talked about mentioned any of the things that were talked about inin Activity 1. Elicit any other advantages or disadvanActivity 1. Elicit any other advantages or disadvantagestages she talked about talked about.
Verbs in perfect andVerbs in perfect and
continuous formscontinuous forms
AimAim ïï to differentiate between the use of perfect andto differentiate between the use of perfect and continuous formscontinuous forms
Refer students to theRefer students to theGrammar referenceGrammar reference section on verbs section on verbs in perfect and continuous forms on p. Go througin perfect and continuous forms on p. Go through theh the notes and examples. Ask them to do the exercise on notes and examples. Ask them to do the exercise on p.150.p.
TTeaching eaching tip:tip: A 8ûipped classroom9 approachA 8ûipped classroom9 approach You could ask students to read through the relevantYou could ask students to read through the relevant Grammar referenceGrammar reference sections before the lesson. This will sections before the lesson. This will allow more time for students to think about the graallow more time for students to think about the grammarmmar at home, and will also allow more time for questionat home, and will also allow more time for questions ands and communicative activities during class activities during class.
Grammar reference answersGrammar reference answers 11 have been havinghave been having 22 is workingis working 33 has livedhas lived 44 are always complainingare always complaining 55 have just hadhave just had
####### 3 3 Point out that all of these sentences are grammaticPoint out that all of these sentences are grammaticallyally
correct and, at this level, the focus is more aboutcorrect and, at this level, the focus is more about understanding and conveying subtle differences usinunderstanding and conveying subtle differences usingg the appropriate tense appropriate tense.
####### 4 4 Students discuss the difference in meaning betweenStudents discuss the difference in meaning between
each pair of sentences before comparing ideas as a each pair of sentences before comparing ideas as a class.
AnswersAnswers 33 11 AA They are still They are still discussing where to move where to move They9ve They9ve ûnished discussing where to move.ûnished discussing where to move. 22 AA The focus is on the total distance covered at the The focus is on the total distance covered at the end ofend of the journey. B the journey. B The focus is The focus is on repeatedly covering the samon repeatedly covering the samee distance every day every day. 33 AA The suggestion is that The suggestion is that the process of wondering aboutthe process of wondering about leaving had come to an end when she was offered theleaving had come to an end when she was offered the job. job. B B The suggestion is that when she received the The suggestion is that when she received the job offer shejob offer she was still wondering about leaving the city still wondering about leaving the city. 44 11 I had I had been tellingbeen telling 22 I had, in I had, in fact, always beenfact, always been 33 both both 44 both both 55 both, have both, have discovereddiscovered 66 will have will have beenbeen
Forms used by speaker:Forms used by speaker: 11 I had been telling (past perfect continuous)I had been telling (past perfect continuous) 22 I had, I had, inin fact, always been (past perfect simple)fact, always been (past perfect simple) 33 will have will have beenbeen living (future perfect)living (future perfect) 44 I9ve been I9ve been looking back (presentlooking back (present perfect continuous)perfect continuous) 55 I9ve spent, have I9ve spent, have discovered (presentdiscovered (present perfect simple)perfect simple) 66 will have been will have been (future perfect)(future perfect)
ADDITIONAL PRACTICEADDITIONAL PRACTICE || Active TeachActive Teach Extra activity Grammar Focus 1 Extra activity Grammar Focus 1
Stative verbsStative verbs
AimsAims ïï to understand that verbs are not used with a stativto understand that verbs are not used with a stativee meaning in continuous formsmeaning in continuous forms ïï to identify a range of stative verbsto identify a range of stative verbs
Refer students to theRefer students to theGrammar referenceGrammar reference section on section on stative and dynamic verbs on p. Go through the stative and dynamic verbs on p. Go through the notesnotes and examples. Ask them to do the exercise examples. Ask them to do the exercise.
Grammar reference answersGrammar reference answers 11 I9m lovingI9m lovingI loveI loveliving in London at the moment. It9s great in London at the moment. It9s great. 22 They9re havingThey9re havingThey haveThey havethree children: Hanna, Charliethree children: Hanna, Charlie and Aurora Aurora. 33 She denies having had anything to do with the robbeShe denies having had anything to do with the robbery. (= correct)(= correct) 44 This soup tastes a bit strange. (= correct)This soup tastes a bit strange. (= correct) 55 He9He9s not understans not understandingdingHe doesn9t understandHe doesn9t understandanythinganything about technology technology.
1010 Unit 1Unit 1Where we liveWhere we live
11
####### 55 TTalk throughalk throughthetheLanguagetipLanguagetipand ûnd out if studentsand ûnd out if students two tasks of eight statements each then listening to ûvetwo tasks of eight statements each then listening to ûve
before reading the text one more time. Tell studentbefore reading the text one more time. Tell students that ass that as they answer each question, they should ûnd and markthey answer each question, they should ûnd and mark the the part of the text that each question relates to, thepart of the text that each question relates to, then rereadn reread it in detail. After students have answered the quesit in detail. After students have answered the questions,tions, they compare their answers in pairs. As you go throthey compare their answers in pairs. As you go through theugh the answers, elicit evidence for each one, elicit evidence for each one.
####### 4 4 Students discuss the questions in pairs. Conduct whStudents discuss the questions in pairs. Conduct whole-ole-
class feedback feedback.
AnswersAnswers 22 CC 33 11 CC 22 BB 33 DD 44 BB 55 AA 66 BB
####### 55 Tell students that working out meaning from contextTell students that working out meaning from context
is an important reading skill. Brainstorm strategieis an important reading skill. Brainstorm strategiess for deducing the meaning of an unknown word, e.g deducing the meaning of an unknown word, e. understand the context, read the whole sentence,understand the context, read the whole sentence, work out the word class (is it a verb, noun, etc.?)work out the word class (is it a verb, noun, etc.?),, look for connections to words in other languages yolook for connections to words in other languages youu know. Students match the underlined words with theknow. Students match the underlined words with the meanings. They compare their answers in pairs, thenmeanings. They compare their answers in pairs, then as as
a class class.
####### 6 6 Remind students that writing their own examples is Remind students that writing their own examples is aa
good way to help them remember words and phrases way to help them remember words and phrases.
AnswersAnswers 55 11 frequent frequent 22 detachment detachment 33 feat feat 44 archly archly 55 reconaissance reconaissance 66 fabric fabric 77 parameters parameters 88 intersect intersect
ADDITIONAL PRACTICEADDITIONAL PRACTICE || MaximiserMaximiser p, Reading p, Reading|| MELMEL Unit 1, Unit 1, ReadingReading|| MELMEL Extra practice, Reading 1 Predicting the text A Extra practice, Reading 1 Predicting the text A|| Active Active TTeacheach Extra activity Reading Focus 3 meanings in context Extra activity Reading Focus 3 meanings in context
Vocabulary focusVocabulary focus p p.
Compound wordsCompound words
AimAim ïï to expand students9 awareness of compound wordsto expand students9 awareness of compound words
Warmer Warmer Ask students to show each other a photo (on theirAsk students to show each other a photo (on their phones) of their town/city or a well-known landmarkphones) of their town/city or a well-known landmark, and, and get their partner to describe it their partner to describe it.
pp pp answer the questions using expressions withanswer the questions using expressions with space spaceandand roomroom. Elicit an answer to each question, along with. Elicit an answer to each question, along with the meaning of the words in italics:the meaning of the words in italics:room serviceroom service,, room room temperaturetemperature,, no room to swing a cat no room to swing a cat ,, roomy roomy ,, room and room and boardboardandandleg room room.
AnswersAnswers 44 11 both both 22 both both 33 room room 44 room room 55 both both 66 space space 77 room room 88 space space
ADDITIONAL PRACTICEADDITIONAL PRACTICE || MaximiserMaximiser p, Listening p, Listening|| MELMEL Unit 1, ListeningUnit 1, Listening|| MELMEL Extra practice, Listening 1 Speaker Extra practice, Listening 1 Speaker purposepurpose|| Active Active TTeacheach Game: Noughts and crosses Game: Noughts and crosses
Reading focusReading focus p p.
Multiple choice (Part 5)Multiple choice (Part 5)
AimAim ïï to complete an exam-style multiple-choice reading tto complete an exam-style multiple-choice reading taskask (Reading and Use of English Part 5)(Reading and Use of English Part 5)
TTeaching eaching tip:tip: The Reading and Use of The Reading and Use of EnglishEnglish paper (Part 5)paper (Part 5) Refer students to theRefer students to theExam focusExam focus on p and give on p and give them a few minutes to familiarise themselves with tthem a few minutes to familiarise themselves with thehe section on Part 5 on Part 5.
####### 1 1 Students discuss the questions in pairs. Elicit a fStudents discuss the questions in pairs. Elicit a fewew
ideas for each question. Then ask:ideas for each question. Then ask:How has technologyHow has technology changed the way people navigate?changed the way people navigate? Try to use or elicit Try to use or elicit words which are coming up in the reading text:words which are coming up in the reading text:GPS,GPS, coordinates, Google Earth, interactive, Google Earth, interactive.
####### 2 2 Give students a minute to read the title and ûrstGive students a minute to read the title and ûrstparagraph, then elicit a few predictions of what thparagraph, then elicit a few predictions of what thee
whole article will be about. Give students ûve minuwhole article will be about. Give students ûve minutestes to read the article quickly to check their predictito read the article quickly to check their predictions.
####### 3 3 Read theRead theExam tipExam tip with the class. with the class.
Additional activityAdditional activity As an example of the Exam tip, give students theAs an example of the Exam tip, give students the following statement:following statement:The writer of this article thinks thatThe writer of this article thinks that we rely on technology so much that we would easilywe rely on technology so much that we would easily get los get lost witt without ihout it.t students to try and guess whatGet students to try and guess what the answer would be based on their own beliefs, andthe answer would be based on their own beliefs, and then skim read to ûnd out (answer =then skim read to ûnd out (answer =nono). Then ask the). Then ask the class whether students9 own feelings about the quesclass whether students9 own feelings about the questiontion affected their decision their decision.
1212 Unit 1Unit 1Where we liveWhere we live
11
####### 1 1 Put students into pairs or small groups to discuss Put students into pairs or small groups to discuss thethe AnswersAnswers
questions If all students are from the same city theyquestions If all students are from the same city they
33 landmark, theatre-goers, bylawslandmark, theatre-goers, bylaws 44 11 E E long-standing friendshiplong-standing friendship 22 F run-down F run-down areaarea 33 C cut-price C cut-price airline ticketsairline tickets 44 D drD drop-down menuop-down menu 55 B middle-aged B middle-aged manman 66 A part-time A part-time jobjob 66 11 air air 22 mass mass 33 far far 44 highly highly 55 high high 66 life life 77 interest interest 88 built built
ADDITIONAL PRACTICEADDITIONAL PRACTICE|| MaximiserMaximiser p, Vocabulary p, Vocabulary|| MELMEL Unit 1, Unit 1, VocabularyVocabulary|| Photocopiable 1B Photocopiable 1BMatching halvesMatching halves || Active TeachActive Teach Game: PelmanismGame: Pelmanism
Grammar focusGrammar focus p p.
Warmer Warmer WriteWritetake a trip down memory lanetake a trip down memory lane on the board, on the board, and elicit what it means (when you spend some timeand elicit what it means (when you spend some time remembering the past). Ask students to take a momenremembering the past). Ask students to take a momentt to think back to their childhood and choose a placeto think back to their childhood and choose a place that has happy memories for them, e. a holiday spthat has happy memories for them, e. a holiday spotot or place they used to play or somebody9s home. Divior place they used to play or somebody9s home. Dividede students into small groups to brieûy describe that students into small groups to brieûy describe that placeplace
and its signiûcance to them. Finish by asking:and its signiûcance to them. Finish by asking:been back to that place? How has it changed?been back to that place? How has it changed?Have youHave you
####### 1 1 Put students into pairs to discuss the statement thPut students into pairs to discuss the statement thenen
conduct whole-class feedback whole-class feedback.
####### 2 2 Give students a few minutes to read the text and clGive students a few minutes to read the text and clarifyarify
any unknown vocabulary unknown vocabulary.
11 (Suggested answer) What happened in the past would (Suggested answer) What happened in the past would notnot happen now. The way things are now is very differenhappen now. The way things are now is very different fromt from the way they were in the past way they were in the past. 22 (Suggested answer) The house itself had changed, so(Suggested answer) The house itself had changed, so hadhad the garden and so had the beach. The new owners didthe garden and so had the beach. The new owners didn9tn9t seem to care about preserving what was seem to care about preserving what was appealing aboutappealing about the house house.
ConjunctionsConjunctions
AimAim ïï to use a range of conjunctions which show contrast,to use a range of conjunctions which show contrast, give conditions and add informationgive conditions and add information
Ask students to read theAsk students to read theGrammar referenceGrammar reference section on section on conjunctions on p and complete the exercise on conjunctions on p and complete the exercise on p.151.p.
questions. If all students are from the same city, questions. If all students are from the same city, theythey could each choose another city they are familiar wicould each choose another city they are familiar withth to discuss discuss.
####### 2 2 Give students a few minutes to read the text and clGive students a few minutes to read the text and clarifyarify
any unknown vocabulary. Elicit the meaning ofany unknown vocabulary. Elicit the meaning ofa meccaa mecca (a place that attracts a lot of people),(a place that attracts a lot of people),endowedendowed(with a(with a good quality)good quality) , ass , assetet(something that is useful),(something that is useful), slogan slogan (a short phrase used in advertisements)(a short phrase used in advertisements) and bylaw and bylaw (a (a law which applies to a city or small area rather thlaw which applies to a city or small area rather than thean the whole country).whole country).
####### 3 3 Read through theRead through theLanguage tipLanguage tip with the class. Point with the class. Point
out that compound words can combine a range ofout that compound words can combine a range of word classes, e. noun, adjective, adverb, verb. Aword classes, e. noun, adjective, adverb, verb. Asksk students to look at the ûrst underlined word in thestudents to look at the ûrst underlined word in the text text ((landmark landmark ), elicit the word class of the word (a noun),), elicit the word class of the word (a noun), and the words it combines (the nounsand the words it combines (the nounsland land and andmark mark ).). Direct students to the next underlined word (Direct students to the next underlined word (world-world- renowned).renowned).Elicit the word class (adjective) and theElicit the word class (adjective) and the words it combines (the nounwords it combines (the noun world world and the adjective and the adjective renowned renowned ). Ask students to look at the remaining). Ask students to look at the remaining underlined compound words and answer the question compound words and answer the question. Elicit the answer the answer.
####### 44 Tell students that this list is of some other commoTell students that this list is of some other commonn
compound adjectives. Students match the adjectives compound adjectives. Students match the adjectives toto the nouns then check as a class nouns then check as a class.
####### 5 5 Students complete the activity, then compare answerStudents complete the activity, then compare answerss
in pairs before you check as a class pairs before you check as a class.
####### 6 6 Focus on the ûrst wordFocus on the ûrst wordair-conditioned air-conditioned and elicit some and elicit some
possible sentences using it, e.g sentences using it, e.g apartment isn9t My apartment isn9t air-air- conditioned conditioned ;;When I go on holiday, I always ask for anWhen I go on holiday, I always ask for an air-conditioned room-conditioned room. Encourage students to write and Encourage students to write and compare their own sentences their own sentences.
Additional activityAdditional activity Students could turn their sentences from Activity 6Students could turn their sentences from Activity 6 into gapped sentences by removing one part of eachinto gapped sentences by removing one part of each compound word (or for more of a challenge, the wholcompound word (or for more of a challenge, the wholee compound), then swap these with a new partner. Theycompound), then swap these with a new partner. They try to guess the missing item in their partner9s setry to guess the missing item in their partner9s sentences.
TTeaching eaching tip:tip: Recording vocabularyRecording vocabulary Suggest students choose a place to record newSuggest students choose a place to record new vocabulary and collocations. It could be a digital vocabulary and collocations. It could be a digital recordrecord or physical notebook, but it is important that it ior physical notebook, but it is important that it is in ones in one central place and doesn9t get lost!central place and doesn9t get lost!
Unit 1Unit 1 Where we live Where we live 1313
11
TTeaching eaching tip:tip: The Writing PaperThe Writing Paper Point out that the writing paper is in two parts: Part 1Point out that the writing paper is in two parts: Part 1
Grammar reference answersGrammar reference answers 11 yetyet 22 whereaswhereas 33 providedprovidedthatthat 44 AsAs 55 IfIfonlyonly
businesses and special designated days such as Walkbusinesses and special designated days such as Walk to to Work Day9. Compared to the high cost of signiûcantlWork Day9. Compared to the high cost of signiûcantlyy upgrading our public transport system, advertising upgrading our public transport system, advertising isis relatively low-cost and straightforward to implemenrelatively low-cost and straightforward to implement. On thet. On the other hand, it is difûcult to gauge the effectiveneother hand, it is difûcult to gauge the effectiveness of suchss of such a campaign in advance because it relies on individua campaign in advance because it relies on individualsals changing their ingrained habits their ingrained habits. AA second alternative would be to levy a tax on parkinsecond alternative would be to levy a tax on parking in theg in the city. This could be applied both to businesses and city. This could be applied both to businesses and directly todirectly to consumers. While I acknowledge that it may be unpopconsumers. While I acknowledge that it may be unpopular, itular, it would have immediate gains in revenue and would likwould have immediate gains in revenue and would likelyely make residents reconsider other transport options residents reconsider other transport options. InIn my view, a multi-faceted education campaign would bmy view, a multi-faceted education campaign would be thee the most effective starting point. In the future, a taxmost effective starting point. In the future, a tax could be a could be a possible option but it would be tolerated better onpossible option but it would be tolerated better once citizensce citizens are educated about the beneûts of fewer cars and a are educated about the beneûts of fewer cars and a moremore pedestrianised centre centre.
ADDITIONAL PRACTICEADDITIONAL PRACTICE || MaximiserMaximiser p, Writing p, Writing|| MELMEL Unit 1, WritingUnit 1, Writing|| MELMEL Extra practice, Writing 1 Understanding the Extra practice, Writing 1 Understanding the marking criteriamarking criteria
ReviewReview
####### p p.
AimAim ïï to revise the structures, vocabulary and exam tasksto revise the structures, vocabulary and exam tasks covered in Unit 1covered in Unit 1
a homework activity. Ask students to compare theira homework activity. Ask students to compare their answers in pairs before doing a class check in pairs before doing a class check.
Alternative:Alternative: Use the Review for fast ûnishersUse the Review for fast ûnishers Set the review activities for fast ûnishers during Set the review activities for fast ûnishers during otherother lessons and make the answers available in your onlilessons and make the answers available in your onlinene space for students to mark themselves for students to mark themselves.
AnswersAnswers 11 11 smell smell 22 is is tastingtasting 33 am am seeingseeing 44 is is smellingsmelling 55 are are thinkingthinking 66 tastes tastes 22 11 is not enough room to is not enough room to 22 provided (that) it doesn9t rainprovided (that) it doesn9t rain 33 has been ironing/doing his ironinghas been ironing/doing his ironing 44 will have been livingwill have been living 55 as long as I haveas long as I have 66 and I doand I do 33 11 DD 22 BB 33 AA 44 DD 55 CC 66 CC 77 AA 88 BB
Unit 1Unit 1 Where we live Where we live 1515
22
The arThe art of convt of conversationersation
22
Speaking and GrammarSpeaking and Grammar
focusfocus uu p p.
Long turn (Part 2)Long turn (Part 2)
####### giving opinionsgiving opinions
AimsAims ïï to follow the instructions in the exam-style long tto follow the instructions in the exam-style long turn taskurn task ïï to use a variety of expressions in an exam-style loto use a variety of expressions in an exam-style long turn task (Speaking Part 2)ng turn task (Speaking Part 2)
W Warmer armer Focus students9 attention on the title of the unit Focus students9 attention on the title of the unit and ask:and ask:What is the art ofWhat is the art of conversation?conversation? (the ability or skill involved in conversation). P (the ability or skill involved in conversation). Put students into pairsut students into pairs to discuss the following question:to discuss the following question:What skills make a good conversationalist?What skills make a good conversationalist? How does the art of conversation change between a fHow does the art of conversation change between a face-to-face and onlineace-to-face and online communication?communication?
####### 1 1 Students work in pairs to discuss the question. EliStudents work in pairs to discuss the question. EliHave you ever been Have you ever been stuck somewhere without a phone or internet access?stuck somewhere without a phone or internet access?cit a few ideas. Then ask the class:cit a few ideas. Then ask the class: Can you Can you
see see any bany beneûteneûts fs from rom beinbeing wig withouthout tht these ese thinthings? gs? WoWould uld you lyou like tike to tro try ity it??
####### 22 Ask students to read the statements, then play the Ask students to read the statements, then play the recording while they markrecording while they mark
whether each speaker agrees or disagrees each speaker agrees or disagrees.
####### 3 3 Play the recording again for students to complete tPlay the recording again for students to complete the expressions. Studentshe expressions. Students
compare their answers in pairs then check as a clascompare their answers in pairs then check as a class.
Teaching tipTeaching tip Encourage your students to use a range of phrases mEncourage your students to use a range of phrases more often by recording themore often by recording them somewhere, e. in their vocabulary notebook/ûle, osomewhere, e. in their vocabulary notebook/ûle, or post these phrases to yourr post these phrases to your private online space, and display them again duringprivate online space, and display them again during future Speaking Part 2 practice. future Speaking Part 2 practice.
####### 44 Direct students back to the statements in Activity Direct students back to the statements in Activity 2. Encourage students to use2. Encourage students to use
the expressions from Activity 3. Students discuss tthe expressions from Activity 3. Students discuss the statements in pairs. Conducthe statements in pairs. Conduct whole-class feedback-class feedback.
####### 5 5 Focus students on the exam t
Pdf-gold-c1-advanced-new-edition-teacherx 27s-book compress
Materia: Maestría en Ambientes Interculturales de Aprendizaje
Universidad: Universidad Intercultural del Estado de Puebla
- Descubrir más de:
