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  • Ready For First 2015 Teachers Book Unit 8

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    Ready For First 2015 Teachers Book Unit 8

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    2K Ansichten8 Seiten

    Ready For First 2015 Teachers Book Unit 8

    Hochgeladen von

    cjezebel
    Ready For First 2015 Teachers Book Unit 8

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    © All Rights Reserved
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S@RIANDe pazejas-wexy | pauoa0o osje st daojs jo oidoy | | dq “Hedsuen oyqnd pus sxeproy “joxesy a5eds Surpnyouy “oxen Jo owoyp ou YIM syeap un ay, sewayL Rover tre) 88 ‘Students work individually to choose the sentences. ‘Try to avoid helping them with any vocabulary. 1E 2B 3G 4A 5F 6D Reacting to the text Wiite the following on the board What I'd really like/dislike is 1 think it would be amazing fo 1d probably be a bt worried about ‘Students use the expressions to discuss the questions in pais. Vocabulary 1: Sleep age 101 1 Students follow the instructions. Check their answers and demonstrate the ways of sleping by miming someone ona tran nodding off to sleep in a siting up pesition. Nod your head a couple of times and then jerk awake, Ask which verb from the box you 3 At thi, mime someone fling gently asleep, and finally someone in an armchair snoozing in a relaxed manner. Elicit the word for each. ees Ja 1 falling 2 nodding 3. snoozing 1b going to sleep: falling asleep, nodding off sleeping: snoosing 2 Refer students to the extra activity on page 204. Check their understanding of log and nap. Answers 1 1 get 2 log = 3 in 4 take 5 stay Additional activity Write the following questions on the board and ask students to discuss them in groups of three. Encourage them to ask follow-up questions. Have you ever fallen asleep on any form of public: transport? Do you or any member of your family snore, sleep walk or sleep talk? Do you ever remember your dreams? Uni Have you ever had a nightmarela dream about falling/ a-dream about flving/a recurring dream? Circulate and join in with the conversations. Get some feedback from the class, Ask students who have had any kind of unusual or funny experience to tell the class. Language focus: The future Page 102 This is a review of ways of expressing different levels of certainty and different types of future ~ an area of particular confusion for students. A Making predictions 1. Students do the exercise in pairs. Get feedback from the class. Mention the following points: ‘© the word order for will with adverbs such as definitely, (almost) certainly and probably: the adverbs come after will and before won’, eg. Iwill probably come to the party. I probably won't come to the party + the difference in the level of certainty between, could and couldn't. The negative form changes the meaning to ‘certainty’ or ‘logical impossibility: the form may well not is possible, but is not very ‘commonly used: may well is normally only used in the positive. + likely is an adjective and is followed by t0 + infinitive. a3 b 1,2and6 e 4and5 Negative forms will probably probably won'/will not may well” will wontAvill nor might might not could ‘could nor (but note that the negative form changes the meaning to ‘certainty’ or ‘logical impossibility’) “may weil not exists, but may well is normally only used in the positive 2 Students complete the predictions. Before they discuss them with their partner, point out that we normally give a negative opinion using / don't think there will be .., not I think there won't be. Write the phrase on the board if necessary to remind them. During the discussion, circulate and check they are using the target language correctly. 89 B Other futures Students match the forms with the explanations, Point out that sentence 8 could go with both explanations a and b. In monolingual classes you could ask students whether the forms are similar or different in their own language. Ask strong students to translate some of the trickier forms, e.g. future perfect. 1b 2d 3c 4c Si 6f 7g 8a 9h © Time linkers ‘Students complete the sentences individually. 1 before 2 By 3 unt 4 0001 5 when The present simple and present perfect simple are used after the time linkers to refer to the future. Additional activity Write the following on the board: Can you send me the report as... (soon as you've finished it) need to clean the house before .. (0 ou) If we don't hurry, the film will have stared by. (he time we arrive) You cart go out until... (youve done your homework) 1M come rowid to your house when .. {ve had my dinner) Students complete the sentences in pairs (example endings in brackets). Remind them they all refer to future time D Further practice 1. Students work individually. Circulate and help students with any difficulties. Ask concept questions, e.g. Question 1: Is ita prediction or a future arrangement? Question 2: Is it an arrangement ‘or a decision made at the moment of speaking? A 1 isgoingtorain 2 we're going 3 welll have B 4 takes off 5 Mlget up 6 welll be driving c 7. ‘mam seeing or ‘miam going to see 8 will lactis going to last 9 ‘re/are only going to sign or ‘refare only signing 10 ‘lhvill have finished or ‘Mhwill finish D 11. shall we meet. 12. doesnt/does not start 13. ‘ilget 14 ‘ll probably see 2 Students discuss the questions with a partner. Circulate and check they are using the future forms correctly. (istening T__) Multiple choice mt Page 103 ‘Students read the instructions and the Don't forget! bbox. Allow them 45 seconds to read the questions. 1A 2B 3C 4A 5B 6C 7B 8B Listening 1: Listening seript 1.47-1.54 1 You overhear this man talking about the hotel where he is staying, | We really didn't expect this. We thought itd be the | typical economy type hotel. You know, nothing special, just a bed, a wardrobe and a shower in the room if you're lucky. Well, we were absolutely amazed by the fen suite bathroom, I ean tell you. Is twice the size of ‘ours at home. And as for the view from the balcony, its unbelievable, We really can't complain. 2 Listen to this woman talking about a job she has applied for, and I think that slthough my experience running a restaurant may not seem very relevant, it still a peopl orientated job. Iam definitely a people person. 1 ike dealing with the public. So whether it’s listening 10 customers and giving them advice on the best places to go, for talking on the phone to tour operators and trying to get the best deal, Iuhink Td be wel suited tothe job, T have 200d people skills an think thats an important strength, | 3 You hear a woman talking toa tour guide. ‘T= Tour guide W= Woman Tr Are you sure you had it when you left the hotel? (W. Positive. I didnt want toring it but my husband made re put itn my bag. He said you should never leave your ‘money or your passport in your room. And then when ‘we were having a drink and f went to pay; it had gone. ‘Someone must have pulled it out of my bog when T wasnt Joking. It had my credit cards init and everything, ‘FS good job your passport wasnt in i, tao. We'll hhave to report it straight away, 4 You overhear a man talking about a place he tried 10 visit on holiday. ‘We went there because we wanted to see the stained lass windows. They say they're among the finest in Europe and the colours are supposed to be incredible ‘when the sun shines through them. Unfortunately, we couldn't go in because we weren't properly dressed = they won't let you in if you're wearing short trousers. {And the nest morning when we went back it was Easter ‘Sunday. So of course, we couldn’ get to the part where the windows are because there was a special service. 5 Listen to this conversation between a man and a teenage boy. M-=Man B= Hoy [ME Yes, your skin is quite badly burnt, How long were you out in the sun for? B: About an hour, maybe. It was after lunch and I fell, asleop on the beach. | MM: Do you have any other symptoms ~ dizziness, a temperature? Bs No, i just really hurts. IM: Well, it doesn't sound like sunstroke. This cream should take away the sting, bu if you start to feel sick or dizzy, get yoursel to a doctor straight awa Bs Thanks, How much do Towe you? ME Il just check, One second, 6 You hear a local resident talking about tourist in her 1 shouldn't complain really. mean, the whole economy ofthis town is based on tourism and if they stopped coming, then alot of people would be out of work and on the dole. But I do wish they'd show a litle more respect. There area ot of them who have musi blaring out of their cars during the day, and then at night you xt big groups coming into the centre for the pubs and clubs. And they dont seem to cate that we cant sleep wwith them making such a racket, Most of them drunk, T shouldn't wonder 7 You hear this boy talking to his mother B-Boy Vhere are we going? [Mz Well, we picked up a leaflet fora nature park just outside the town, They've go all sors of wil animals land you can drive through and see them in their natural habitat. IC looks very good. MM = Mother it you said we were poing to the Aqua Park M: We can't go in this weather, And besides, your father and I want to do something different jut that’s not fair: You can’t just change your mind like that M: Dont be selfish, Steven. Its our turn today: 8 You hear a man talking about a beach he recently visited Now, normaly I prefer a beach with fine sand, you know, s0 its not painful to walk on. This one, though, thad small stones ~ sell, more like pebbles, actually = and I don't remember the brochure saying anything J about that. But anyway, we bought ourselves a pair of flip.lops each at one of the shops next to the beach, so that dido't matter too much. And then we spent most of ‘our time there Iying about in the water. It was just lke being in a warm bath. I could have stayed there all day. Vocabulary 2: Travel Page 108 1a. Students often confuse this vocabulary. Ask them to complete the exercise individually. Get feedback from the class and go over the meanings of tricky words, e.g. journey (countable noun): the act of going from one place to another, especially in a vehicle trip (countable noun): going somewhere and coming back, usually fora short time. Typical collocations: business trip, school trip, shopping trip, day trip travel (verb): to make a journey travel (uncountable noun): a generic term for the activity of travelling 1 journey 2 flight 3. travel 4 cruise 5 tour 6 wip ‘Ib Students discuss the sentences with a partner, Circulate and check they are using the vocabulary correctly. Get feedback from the class. Ask various students to comment on something interesting their partner talked about, 2 Students work individually. Get feedback from the class. Ask some concept questions if students, have difficulty with any of the pairs of words, eg Question 2: Which is the activity and which is the place? Question 6: Which of the words can be used as a noun? If something is funny what do we do? Which word means the same as ‘enjoyable’? 1 holiday 2 campsite 3. stayed 4 enjoy 5 time 6 fun 7 excursion 8 full 9 away 10 package Learner training Remind students to record the more confusing, words along with the definitions in their vocabulary notebooks. 91 i 92 Speaking 1 Interview ETS Page 104 Ask students to read the instructions and the questions and do the roleplay. Encourage them to use some of the vocabulary from exercises 1 and 2, Circulate and write down any common errors that you hear. Get feedback from the class. Write the errors on the board and elicit the correct sentences. Additional activity While students are discussing the sentences in exercise 1b and answering the Speaking Part 1 ulate and write down a Inter sw question few facts, e.g, Natalie went on a long car journey from Paris to Nice. Marco went on a guided tour of Berlin last summer. Keep these and create an error correction exercise of travel vocabulary to use in a future lesson, e.g. Natalie went on a long car travel from Paris io Nic. Marco went on a guided excursion of Berlin last Talking about photos Page 105 Lead-in Show students a flashcard, for example a ski coach tiving a class. Refer them to the Useful language box and elicit sentences about the picture for each, of the structures, e.g. The pupils look nervous, He looks like a professional ski coach. The pupil looks as if he is going to fall over 1-2 students read the instructions and do the task as suggested, Ask them to set the timer on. their mobile phones, one minute for part A and 30 seconds for part B. Circulate, but do not interrupt, students during the activity: Get feedback from the class. Mention a few things students did well, e.g Noriko paraphrased the word for body guard very well: someone who protects an important person. @) ow resource: unit 8 Cistening2_) Multiple matching = Page 106 1 Students discuss the questions in pairs. 2 Students read the instructions. Check that they understand lack (an absence or shortage of something). Play the recording twice and let students compare their answers together after the first listening. Get feedback from the class. Ask if students have experienced any of the problems mentioned, 1C 2F 3A 4H SE Listening 2: Listening script 1.55-1.59 Speaker There's a cycle path that goes sight round the city, and ‘various shorter ones within it, Now these paths are ‘upon the pavement rather than in the road, soit’ pedestrians, not motorist, that have tobe careful they don’t wander onto them. People have got used tothe circular path and they generally keep off it when they're walking along. But is dhe ones in the city centre that cause most problems, and its here the authorities could | do more to inform pedestrians, to make them aware of | how it works. Bvery day Teycle to work and every day T 2 shouted at by people who still haven't caught on that it me that has right of way, not them Speaker 2 | Mine folding bike, so I get of the train, put on my helmet and head forthe office. I cal take the bus or the underground, but there's no pleasure in that ~ they both get so crowded. On the bike I fel the wind in my face and a sense that the city’s mine can go where 1 ‘want when T want. can even getup on the pavement and jump traffic lights or go the wrong way down one way streets. And of course, eyeling is just so healthy

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