2 Focus on languageZ . dle The structure of a language lesson Introduction Learners need to hear or read the language they are learning, Thisis sometimes called input. A teacher's job is to provide this input, help learners understand it, and to give them practice in using it. Input A teacher should choose examples of the language that are appropriate for the learners. At any level itis important for the teacher to consider what language the learners may know already and. ‘what language is new. Understanding Learners need help to understand language that they have not met before. The teacher can provide an explanation, demonstrate the ‘meaning with pictures or mime, or help learners to work out the ‘meaning for themselves. ‘As well as understanding meaning, learners also need to understand how words, structures, and expressions are formed. They need to understand, for example, that adverbs like slowly are formed by adding—Iy to the adjective and that other adverbs like quickly can also. be formed in the same way. They need to understand, for example, thata structure like [fit rains tomorrow I'll tay at homie is formed by Using the present tense in the'If half of the sentence and ‘will’in the other half, and that they can use the same pattern to make other meanings, such as, Ifit’s sunny tomorrow, I'l goto the beach. They need to understand, for example, that the expression How about ...?is followed by the ~ing form of the verb and they can use the same pattern to make many sentences, for example, How about going fora walk? Practice ‘There is step between understanding what something means and how itis formed, and being able to use it. This step is practice, and teachers need to give learners practice using new language so that they become confident and develop the ability to speak or write in a way that other people can understand. This means helping learners pput sentences together, pronounce words and phrases correctly, use the right word or structure to fit the situation, and express themselves. In the next section we will look in more detail at these three points and how to break them down into smaller steps. These steps are called the stages of a lesson,The structure of a language lesson 2 . a The stages of a lesson There are many ways to plan a lesson and in this section we are going to look at one example, a lesson on asking for directions. More ‘examples of lessons will be given later on in the book, in Sample lessons 1-16, found in Unit 2 and Unit 3. Before the lesson Before the lesson itis important to consider what language the students know (assumed knowledge) and what will be new. In this ‘example lesson, the teacher knows that the students have already been taught town places such as library, museum, swimming pool, crossroads, traffic lights, and so he will use this vocabulary in the lesson. He also knows that they have been taught Where is...?for example, Where is the post office? and that they can give simple answers like Opposite the library. He knows that they have been taught the present simple, for example I goto school by bus. He knows that they have been taught to make questions with Do you ...?and How...?,for example, Do you go to school by bus? or How do you go to school? He will be able to use all of this language in the lesson without explaining it. Itis only the new language that he will need to explain and practise. The new language isthe target language: the focus of the lesson. In this lesson, the target language is the question, How do you get to...2and the answers, Go straight on, turn left/right, take the... road on the left/right. Input Lead-in At the beginning of a lesson, itis important to get the learners attention and stimulate their interest and curiosity. Beginning by asking students questions, instead of telling them things, is one good way. Encouraging students to predict what is going to come is. another. For example, the teacher could begin a lesson on asking for directions by showing a picture of someone looking at a map ina city street and asking, What's he doing? What's he going to do next? Itisalso important to set the scene for the reading or listening input Inthis esson, the teacher plans to use a short dialogue where someone asks for directions. But before this he needs to make sure that the learners understand the context: the situation, who the speakers are, and what the relationship is between them. In this lesson, the context isa lost tourist asking a stranger for direction The teacher can use a picture to create the context, and ask the students, Where do you think he wants to go? so that they predict what he wil say. This will help them understand the dialogue when they hearit.The structure of a language lesson Introduce target language When the learners have understood the context, the teacher is ready to doa presentation of the target language. In this lesson, the target language is introduced in a listening task, which the teacher has on a cassette or CD (if this equipment is not available, he can act out the conversation): Tourrst Excuse me. Can you help me? Woman Yes Tourist How do I get to the museum? WoMAN — The museum... OK... Go straight on. Turn leftat the lights Tourist Turn leftat the traffic lights? Woman Yes, then take the first road on the right. The museum is opposite the library. rourist Thank you. Ithelps if the learners havea question or an activity to help them to focus their listening. The first time they listen, the teacher can use the same question as when he set the context (Where does the tourist want to go?), so that the students can check if they were right. The second time they listen, the teacher gives them a map marked with the museum and the place where the tourist and woman are standing, As they listen, they draw in the route or follow it with their fingers. Finally, the students are given the transcript (a written version of the listening text) so that they can follow the conversation as they listen. Understanding Checking comprehension The teacher then gives the learners some questions about the conversation to check whether they have understood, for example, Do you turn left or right at the traffic lights? The learners listen and try to answer the questions. The teacher then draws the map on the board and asks a learner to draw in the route to the museum, while the other learners check that itis correct. Language focus/focus on form ‘The teacher needs to make sure the learners know which language to focus on. In this case, they need to focus on How do you get t0...? and. the answers, Go straight on, turn left/right, take the .. road on the lefidright. ‘The teacher can explain the meaning of How do I get to ...? using the picture of the tourist, saying Where is the museum? He doesn’t know. Hecan ask, ‘Where is the museum? or ‘How do I get to the museum?"The structure of a language lesson 2 . 1 Learners may need more help with the meaning of the directions. The teacher can demonstrate these using simple blackboard diagrams. ‘The learners also need to understand how the structures are formed they need to understand that How do Iget 0 ...? can be followed by the + noun, and that this pattern can be used to make different meanings. Clarifying this for earners is called focus on form. One \way of highlighting form isin a substitution table. Howdolgetto | the museum? ‘the sports centre? ‘the library? Substitution tables can also be used for the directions: Go straighton | urn | ee Traffic lights right crossroads roundabout Jake | the fret road on the | secona right Knowing the rule and understanding how a complete sentence is put together means that learners can then go on and create their own sentences. Practice Practise the language ‘Atthis point the learners need a chance to try the language out for themselves, This can be done in various ways. In this lesson the teacher begins with a drill, where the target language is repeated a number of times, to give the learners practice in pronouncing it. ‘When the class repeats it together, it isa choral drill, and when the teacher changes an element of the sentence, asin the example below, itisa substitution drill. reacuer Howdo I getto the...? {teacher shows a flashcard of library] ciass _ HowdoIget to the library? [teacher shows a flashcard of swimming pool] cass Howdo [get to the swimming pool? ‘Then the teacher provides a controlled practice activity: this is an activity with a narrow language focus, meaning that the learners will need to use the new language when doing the activity. The controlled practice activity in this lesson is a role play. The teacher turns the classroom into a town centre, using the aisles between the desks asThe structure of a language lesson ‘streets’ and labelling desks with cards saying museum ‘library, etc, (One learner comes to the front of the room and asks for directions, and the class gives them. The learner follows the directions, turning, left and right down the'streets: ‘The learners then practise in pairs, using the map on the board with places labelled. Notice how the students become more independent from the teacher as the practice activities progress. In the drill, the teacher directs what the students will say and how they say it. He can hear what the learners say and can give help and correct errors immediately. In the second activity, the learners have more choice about what to say, but the teacher can still hear everything they say and can help with errors and difficulties. Inthe third activity, the learners work in pairs and. the teacher cannot hear what everyone is saying, though he can move round the classroom and listen to one pair at time. The teacher might decide that the learners would benefit from doing all three activities, the drill,the role play, and the pair work, or he might decide to go straight to the pair work from the drill. This will depend on how much help and support he thinks the students need from him before they are ready to work on their own, ‘There are many different activities for practising language: these are just three examples. Feedback During and after the practice stage the teacher also has a chance to provide feedback to learners. He can help them with their pronunciation and can correct errors. Ifthe learners are really struggling, he can go back to an earlier stage and focus on the language again, explaining meaning and form, and then give more practice. In the whole-class activities, like the first two, he can hear everything the learners are saying and can help them directly In the third activity he can listen in on the pairs and make a note of anything that the learners are struggling with or saying incorrectly. If many learners are struggling with the target language, the teacher may decide to stop the activity briefly and explain the language point again and check that the learners can produce it. Iflearners' errors are less important, the teacher can make a note of them and deal with them after the activity. In general itis better to try o get learners to identify their errorsand correct them themselves. The teacher can choose to do this in many ‘ways, for example, by using finger correction. If the learners are saying Turn right at crossroadshe can hold up five fingers and point to cach finger in turn saying Turn right at ... When he gets to the fourthThe structure of a language lesson 2 . i finger he can pause and hold it, waiting for the learner to supply the right word. Ifthe learner supplies crossroads the teacher can simply shake his head, point to the last finger, say crossroads and return to the fourth finger. « at se Ss s ry ‘Another way of helping learners to correct their own errors.is to write the incorrect sentence on the board and ask them what is wrong, This method should be used anonymously only, as you do not want to embarrass your students and stop them from contributing. Use the new language A final practice activity can give the learners a chance to see if they can use the target language to achieve a goal: this is known as production, or free practice. In this case the goal is to ask for directions, to give directions clearly, and to understand directions well enough to know where to go. Here isan example of an activity which challenges the learners to use the language in this way: the teacher divides the class into pairs: A and B. He gives A and B maps of the same town centre, but A has different places marked on his map from B: Ahas to ask B for directions to the library, the museum, and the swimming pool. B has to ask A for directions to the sports centre, the park, and the art gallery. Each learner must follow the other's, directions to mark the place on the map. This kind of activity, where learners have to get information from each other in order to complete the task, is called an information gap activity, and is very useful in language teaching, as it gives each learner a real need to ‘communicate. To give this information, each learner will need to use the target language.2 . 1 The structure of a language lesson G 7 feo Shopping Centre (ens) Shopping | | Swimming Centre Pool =) Boy ae University University =r ey - Boy Art Gallery Sports. Centre 4 Museum. d - Pi Consolidation All the language in this lesson so far has been oral—speaking and listening, It can help learners to spend some time writing, eithe the lesson or for homework. Writing isa slower, more reflective than speaking and gives learners more time to think about the language they need to express themselves. It also helps to fix the language in the learners’ minds: this is called consolidation. A writing task to consolidate this target language could be: Imagine you have invited someone to your house. Your friend has not come to your house before. Write a note or an email giving your friend directions to. Jind your house. Different lesson structures ‘Teachers have a lot of choices when they plan their lessons. The above example is only one way of structuring a lesson. It follows.a model known as Presentation-Practice- Production (PPP): during the presentation, the teacher presents (introduces) the target language, setting it in a real world context so that the learners can see how and when itis used. Often the teacher will finish a presentation with a focus on form. Then in the practice phase, the learners are given activities to focus on the target language, and finally, in the production phase, the learners are given speaking activities which give them the opportunity to use the target language ina more natural, realistic way.uossa]e Suysmionss yo sem 1uarayp asayp Jo sajdurexa 298 [JEM nok ¢°Z-7'z SUOND9S ‘qrun sip ur ze pao] aaey am safes ay Jo VONPUTgUIOD sUI0s 2g [IMI ‘partons st uossa| e AEM JOAKIM, ‘urede afen Sue] ay astioead pur yuasaid 01 aproop Aru saypeai ayn ‘aBeis uonsnpoud axp ae Aanoyptp Sursey are suauze9] ayp Jf Uossa] dd © Ut Hang "saMTAnoe aoNDeId WaLayIp Jo sausas &J0 asisto> prno> uoss9] uorstaaa ree e Xpepng oseyd uontonpord atp 07 uo Burrow a10j09 AJoresedas asnovad pue yuasoid (015128 om O11 3ptaIp 01 as0Yp AvtL Pu “uOssa] auO Ur AHEM _sx9U Jo 10] e onpozNU 01 paoU [ILM JoY>seaI &ajdurexa 10} ‘saLUNIULIOS “spumonans seq easy asoqp wou Axes te> SuOSsa|[eNPIAIPUL ‘sonponiut may aBensure] mou ey aotreape ut pappoap sey 19yPLaIaxp ‘TaxaMo4 ‘SUOSSI|I991-Y9RD1 -1891 UL 29ueApe Ut Paploap rou st aTUOD aFleNsEY ayp -UaLp PUP 2424) paot siot1e9]oxp soAa1eyM Uo paseq st Aatanoe snd0y a8enSuUP| 24) TAL UFAe UT rap Inq 9s JO AUARTe UE aye SALTON Beas uoneiuasaid ayp ae4p ut Tq 07 teTUNS st |apoun sty, “(asa1) sdnos3 Jo sited Ur jse1 iaytoue op sau sea] ay ‘Apeury “(4>eDd) WHOYR YALE ysastioesd pue afiensiuey sou arp soonpostur 124909) tp tay PUE siya op sous] ayy, (3801) Aaranse ue Yate sUIBaq OSSD] amp Se “TEL, (01 s9pz0 zens B sey Y>TY “fopOUr ISa}-Ywar-Is9y aU] OSE St 91944], aBienfiuey mau soy ou sayy Jo areave wiotp axeUr [TEM pure suojreNns Mat yptas ado> oF aSenSuey sor yoiazis 0 siourea] ap aBeanosua ypog [EM yseI ISIY ay PUT st [PPOUE STI pUIyag eapr ayy. TH asHoeAd o1 UHOYA 10} 2u0 IA ax ‘01 sejruns se) © wiowp 3utAs8 a10}2q “pa9U SroUAND| aYp eH Aen UP] 241 seonposntr soysea1 ayp aYLL, ‘pau Aaxp aBiensiue] yey sassasse pure aoueurioj10d srotp sroyuour saya atp aEYM op si9ULIeD|axp 3ey2 458) v WO st sN90} amp ‘JapOUN (TAL) BuTUea| paseq-yse 91) UL Z . Ec uossa| eenBue] e jo asmjonys ayy affenSuvy 198s Supjead pur‘ amp oseyd, eysiy suouseo} a ayy (soonpom woronpo saoge au ‘suc 01 suonzaup ano4 01 nod aus ‘y-won aun xy o1 sd gnoqe yun aannaya uy sare a pur funyea. wnasniy Aysianiup,Focus on grammar About grammar Word order, word combinations, and word forms Grammar is a description of the language system—it shows us how we order words in sentences, how we combine them and how we change the form of words to change their meaning. In order to write the sentence: He has a long holiday in July you would need to understand the system for ordering, combining, and changing words. Word order ‘You would need to understand that the elements of a sentence come ina particular order: Subject | Verb | Object | Adverbial phrase He has alongholiday | inJuly Individual words also come in a particular order: The adjective long comes before the noun holiday, and the preposition in comes before the noun July Word combinations Words can be combined with some words but not with others. You would need to know that we can say a long holiday not a large holiday oa big holiday. Similarly, we can say in July not on July or at July. This word-combining feature of language is called collocation. Word forms You would need to know that the verb to have changes to has with he or she. If you were asked to change the sentence to the past you would need to know that you change the word has to had. Ifyou have learnt English as a foreign language you will have learnt how to order, combine, and change words to make grammatically correct sentences. If English is your first language you will know instinctively how to do this, but you may not have explicit knowledge of the grammar system. There is not enough space to give a comprehensive introduction to grammar here, so you will need to do some further reading. Some grammar books are recommended in Further reading, But asa starting point, to help you approach a grammar book, here is brief introduction to some ways of describing language.eurreAS) Pst 2x94, 2ys pase. Sop 24, .0U INq J2y posEYp Sop 24] :Xesue> an 9] dex 104 ‘pasn aq uo Aatp. soy noge stON taALOD 30 12s uaxayp Bey THM spuom jo sada yuasayyiq “(wiays ‘nod Sn Soy uy ‘nok out) sunoucad a201q0 pure (days nok ‘am ‘94s ‘1 nod 1) sunououd spolqns puy [tai nox sunowasd, fopum ‘jduexs 104 ‘sada warayp ‘o1ut paptsypans aq ue> ypoads yo ured ype “ypaods jo sed asaqp ‘01 Burpuodsa1s09 suonos o1ur paziuvio Ajjensn st yoo seurure18 uo‘eau ya ‘ur yo — suopysodard ySnowjeinq‘pue suonsunfuos Ayoys xppinb squaape yeads 909 ‘suH09 08 sqian usm ‘sty ‘noX‘] —— sunouord “yeep ‘sty Xuew‘owios — sssumuayop ayy tueee sopne *plo‘pawxo jews ——_saarpafpe saynduros ‘toourie> ‘sunou supaads Josued,aqp jo soureu ay mor 01 st urod Sunzeys poo8 saIouy yoeads jo spied 1 kde we ofans quouraduros, crn ‘pa(qns aqp anoge Sunypiowos sn j]>) ue> quota|duto> 94,1 suatuaqduo>,» paje> st aeqo anvy Kay 1 320(qo ue aney r0U op wU29s 1009 a 5q19A 31H0§ pauiaddey uonse ayn ‘soy 10 “uays 22949 oge axOUL Ug v sn s[o) asea4d TeIQLOAPE OU sanedn | yeoom aseayd eiqiaapy | y22!gQ poseys | Sopayy, aq | palqns aseayd jequoape lue se yon squato}2-2ouaqU9s 194.0 9g AeU 2394p oUI91US 1980] v Ul (4224 90(qo ‘2alqns st asouede{ uw 49ps0 p10 xp ‘9jdurex9 10}) ps0 prom yuas2yp v axey dew saBensue| JAK) “(01 ouop st uone 2x7 Burp 40 wossad) a39fqo aqp :panyn pure‘(uonse 2tf}) 422A 241 :pu0>2s (uwon>e 21p Jo 490p 10 4uaHe) 19a/qns axp sasay si2a{qo ‘quoa 199{qns st st Sug Ut 9ouaAUas eH Japs0 pIOM dU, wap | pasey | Sop au, wef@o_ | aA | pefqns ->ydurexa 40} oua1uas ® Jo syuotayo jo suusay ur sense] aquosop WED ay, e0usquas & Jo syuoWoly Z . Z seWLWeJB Uo sn904 ey urpap op 01 poat 28poynou Aeon usr] 9 inom nog 2y ys uot sn dopyoy eh TOK aseayd 2uu09 2249 ‘Suruiquic 2m Moy oy sn smoFocus on grammar terminology appendixat the back of the book which givesa very basic introduction to some of the important categories ofthe parts of speech and what they are called. This guide to terminology should help you to approach a grammar book. How to help learners with grammar Teaching form ‘You will need to know grammatical terminology, but do you need to teach t to your students? In general itis best to avoid complicated ‘grammatical terms, particularly with lower level students, though sometimes itis necessary. In general, itis easier for students to graspa new structure if the language is presented visually, for example ina table, rather than analysed and described using grammatical terminology. A table makes it clear what the structure is and how it can be used to make other sentences: readliig a book the light went out eating spaghetti when | the telephone rang watching a horror movie ‘there was a knock on the door Telling the students only: The past continuous is made up ofthe past {form ofthe verb BE with the present participle, is far more difficult to ‘understand. There is an example of visual presentation of grammar in Sample lesson I (page 23). You do not always have to explain grammar rules to students. Often they can work them out for themselves, though you will probably need to give them some help by giving them a task, such as a chart to fillin or questions to answer to guide them towards ‘discovering the rule’ There is an example of this in Sample lesson 2 (page 28). Teaching meaning So far we have looked at grammatical form—the correct ways of using word order and changing grammatical form. This i a vital part of grammar teaching but it isjust as important to teach what structures mean and how they are used. You should always introduce a new grammar structure in a ‘meaningful context. This context should make the meaning of the new structure clear and show how it is used in rea life. You will seein Sample lessons 1 and 2 how this is done, in these cases using drama and a reading text. The reading text in Sample lesson 2 isa questionnaire and it contains a number of examples of the new‘sonpeid jo yunowre 13110ys UL Jaye ae3s uoHINpord a4 oy wo anout 0} Xpeas ag APU ssepp 1WapyUD 21OUE PSLDLOYA ‘SOHIANI sonpeid jo 1aquinu s9ye248 v0 santanse aonzexd Jo}dusts pau -kouu ssepp Jeon y pao Aatp yuri nok a2n2eud yur Moy pure pao srouzeay znok aori2ead Jo puny yey Wo paseg aq Plnoys asoo4> Nos sonianioe yo ada; pue saquinu ay, 22n19exd payjonu09 304 Sp a5n skease 10 2x01 Suypeos v ypLo uising seme a,uop—sanpanre aonsed pur worteyuasoad x0) asn nod sanyanse axp Aaa o3 uEYOdUIT sty zpuet sossoq ajdureg ut asatp yo sojduuexs axe a194 1, “sHz098 10 suondus>sap ‘yoys apnppur sonanse pasnsoj-Aauonyg pu ‘sostozax HumyreUt 40 11y de apnpout sontance pasnooy-Aoeano>" Sontanoe SULA UT -fouany uo sno0y santanse euresp pu ‘uorssnosip sanianae de uoneuojut se ypns's19qiQ *AoesNDe uo sn20}syser Surypreus 10 ‘sTPy des ‘sap se yons sontanoe Suryeads (aBessou v Suneorununuio>) Aouany pur (2481s W05 ese ‘up 3umi28) dowmnoze axosduur y>iyan santanse uadasiag 2Ue eq axey 01 poou nod ‘uossa] nos 0} SaHLARIe aon ead BuruUE|d Uy ‘uondtpsap uaritam e pure ‘euresp ‘sip ‘sores Suxyp.eur pur Suruutur sastoxaxo uontia ‘sonteuonsonb pnpput yoog styp ut suossa] {dues axp ur santanoe aSensuy] ap 2sn, pur astisead ay ‘aBensur] aq astisead 0} asn we> nos ze4p SaHEAE Auvur are axau, 1 Suysn ur yuony zou pure ayern9de zou 9110929 01 ‘puv afenSuvy mou atp soquioutos 01 siuapms diay samianoe anos Benue} ou Bujsn pue Bujspreid pasn stamionais 4p moy ureydxo oy pur Surueaur AjyreP 0} autour e palye> wwesBeIp ‘psasn s24>801 otf | UOSs>] apduures Uy qpensta so Ayfequaa op we> nod ypryn pasn sta soy pu sueaUE sumone eyN Jo suorTEUL| AND ‘a8 10 Ajuuep 01 ancy] osje Ket Nog “| Uossa] ajdureg wt suonsaNb a dost09 Jo soydurexa ave axou,(pasn st aBen Suey 28sea yp OY LO ‘sn90y 184} suonsonb) suorysanb ydaouoa Suryse dq op ued nox yptyM spasn st 1 Moy pueys19pun stuapMys sMOs yeep YY OF acy [LAK NOK enue} 10820} atp posnponiur pue axatto9 ¥ pareaso axey nod Woy, -aenSuj mau a4) Jo wosi94 1904209 e 1e9Y SIUIPMIS ap yeu os (xon19 ayn ynoYpLA Inq wrese 1 kes) 31 seD94 Pu Aes Kamp ey ‘yen ue> soxpeoy at sayeystl eu SioUseo} ay 3] ‘BUNA payTe> st ssoooud sty ,"Soajastuotp aSenBuey 198303 axp aonposd 04 siouse9| 24 498 01 Aaj 01 stonsanb sasn peaysuy ing ‘aBensiue] sou ayp Jo soydurex ‘yim stousvoy arp Sunuasa1d Aq utB9q 101 S90 4ay>eD} 9yR | Hossa] ajduureg ut 3xoquoo vureyp axp uy -Suqueot sy purrssopUN WOK dau fia yprya xoqu0 e Ul peas ue> sioure9| tp Yrs aéensury Zz . Cc sewUUesB UO sn904 ou ayy Pst ‘pureap fuisn ued puaest yo shea 13 “(ec ayy Butsan0> or ueyp esey Aiqeqoud | ayo ‘swap rwurures8 jo: on ynoup 2 sod ays fo dh 4400p 243 uo ¥0 bue ano ay Moy pues pene pur ajdurex ve dses3 0} sw y8nowy ‘su pareoyidurd (01 pa2u nos o or nox diy pj ‘ypoads jo ize aiseq AaaFocus on grammar How to select grammar items Grammar items In most cases you will be working with a book, ora school, or national syllabus where the grammar items are selected and orden for you. In most sylabuses grammar items are carefully graded, reaning that simpler structures (for example, This is my sister) com before more complex ones (for example, Not having seen him for] ‘ears, Iwas very surprised to bump into him again). However learners often take time to process language they have bel taught before they can start using it fluently and accurately, 0 you will need to recycle the grammar you have taught. You can choore items to teach or practise again: For revision For error correction and remedial work Because a grammar item is too big to be covered all at once: more complex items will need to be taught in small steps. The structure of a grammar lesson ‘The two lessons that follow have a PPP structure (see Unit 2,1 Page 16) but even when two lessons follow a similar order, thereis oom fora lot of variety in activities and techniques ‘Sample lessons: focus on grammar | Samplelesson 1 Sample lesson 2 Lesson structure | ppp PPP Language focus | Concept questions Students work out meaning themselves Timeline diagram from context Teaching focus | Eliciting language from students to guide Encouraging students to work out the them towards the target language rule for themselves Materials Flashcards “Find someone who’ slips Jigsaw sentence slips Group questionnaire Presentingthe | Dramatized situation Reading text with task target language Practice activities | Drill Writing sentences about themselves Matching game Writing a questionnaire Mime and guess game Producingthe | Drama activity Using the questionnaires from the targetlanguage | Memory game practice phase Consolidation | Writing an account ofa scene Using a questionnaire the learners have writtenesson not ung g40f Sunyooy Aaya 21am yay Busysouuos sof Suryoo] 2196 Mays SOK Busysausos sof payoo] kay, s :ajdurexa 10) ‘aSenSuy] 1oy/sty yse2.4 ‘Sasson ays/ay sy SsaNB 1 say uty 195 gus a1u9 nod uayn Buop days a4am 3oY AA HOPS 2ep YS pq aur0> on juapmys ay. se uat,soysurey 249 304 SuPjoo] Hun Iq (0 wiayp 195 ‘azayksana 91 10) Bupjoo] axe pur (proM sou est SIL ‘29869 Ul preaysey a4p 38M) Joysure4 Jad sToKp So] axcy dou, sete (iq) eave dou aureus oy sse> ayp Jo 3804 241 [oI -xOTIOD axp 218913) speqsia8 oy ‘uoy astadans w 98 |] 94 wy [PL 'SSEP a4 a4e9] OL UOPMIS-2UOSY samurur cy (281s) sdijs wnopuey axp ayeur pue (9 pur z so8eag) spaesysey ay MEIC, (81g) soouawuas jo saayey om xpi sdijs mopuey (9 pur z sa8eIg) spreoysey ‘pAeog, ased ajduuys ‘snonunuo> yuasaid “uy aur x way soqstrey Yad Aut 105 BuP{0o] Sea | |durexo 10) ua4a ue oy punouBy>eq axp san snonunto> sed 244, ajduns sed pue snonunuod aseq ‘ueypouuuaiut-o4 T uossa] ajdwes aarno awn. NoLuvuvaaad saounosau 3D 1MONX GAM apvaoNVT CCG ney sioure9: ayn woy: Seappsuiayy 241 1N0 y20m 6 soajastusyy Sure Sto19yp 4api0 4 TZ up aa 240Ur:30u0 ef 280049 Ue> nog + ROK 08 ‘ayeano0% qaaey Aowp a8en r of40f wiry ua9s Su (201s du ss ‘popes Aigo P10 pur po1soja 40 "Joo\ps v12 . 2 Focus on grammar Check comprehension 4 Start writing on the board the sentence: We were looking for a hamster when X came in, asking the class to give you the words to ‘make up the sentence. As the words are given, write them up in the appropriate place until the class have constructed your sentence together. ‘Underline ‘We were looking for a hamster’ Ask the class, Did this take along time? Underline x came in: Ask the same question. Write long’ above'We were looking for a hamoter’ and’short above'X came in. You can illustrate the concept of how these verb tenses are used by drawing a timeline on the board: draw a long horizontal line on the board labelled PAST; ‘NOW? and ‘FUTURE: Draw a wiggly line on. top, starting at a point in the past and continuing towardsNOW’, Now draw an arrow pointing down at the end of the wiggly line. Ask the class what the wiggly line shows (‘We were looking’: the long action) and what the arrow shows (‘when X came in’: the short a which interrupted it). PAST FUTURE SN s Ask the class what represents ‘We were looking’ (the long wiggly line and what represents°X came in’ (the arrow). Draw a substitution table on the board (you may need to remind your learners that the singular ‘you’ form is the same as the plural).“uaatB ag 01 Aj] 2x6 nod saauroyas eq pure ‘ponaudioaut aq Im spresysey axp Moy imoge UI, ‘spo Jo sured soy10 yp yin wwadoy, 0 ways“ Sus—~*Susn 2ouayuas w yeu OF wiayp se Pe prE>ysep Puo2as aq mous “1x9U pauaddey yurep Aamp req tot Sy BuIOp sem soysurey ayy 1eya Urayp yse pure predyseYssxy axp ssEPD oy MOUS ujaweoy | vaya | Joxswiey aya 104/6ily00) c . c JeWWeJB Uo sno04 tion2e 1104s Buojax sy ‘aur 4 iMON,s two ou 4 ay wo auy Aq pasna. queue, Buo], 2394-0 soup}uas, up urdn wi: 01 spiomai 2 4046)Practise the language Focus on grammar Hand out the slips of paper. Bach slip has one half of a sentence. Tell. the class that they have to stand up and try to find the person with the other half oftheir sentence. If you think your learners will have trouble with the words, draw snake, bee, fly, spider on the board fits You can mime‘swallow’if they do not know it. [Iwas walking in the country [Lwhen Teawa enake was working inthe garden| [when |sawa lot oFbeco {was drinking a cup oftea | [when Tewallowed a iy Iwas havingashower | when Inoticed a big spider ee l ‘When the learners have found their ‘other halves, ask them to si together and prepare a mime of their sentence. Give them a few ‘minutes to prepare, Put the learners in small groups and then tell th Pairs to perform their mimes for the group. The rest ofthe group should guess what happened and makea sentence using, was/were, ing... when ... Divide learners into two groups. Tell each group they were all ina street when a spaceship landed and two aliens got out. The people the street should all be doing different things: shopping, drinki coffee, waiting for a bus, etc. Give them some time to prepare theit scene for the other group. The other group should watch and try to notice what everyone is doing. Then get them to work in small gro to try to remember what everyone was doing.ayy} Aou Aess Kure uy Az03s axp anuT09 tuvo Aatpy 219" aopusat dows» uy Buryooy azan sst3 ony, “apdoad fo nf svat 320135 943 pup uoowiayfo Aopansog Auuns v sem jp yusexo 430} paypteas Aalp 9Ua98 a4p Jo TUNED" UE ILM 01 SIOUIL]II OT -Auanse sip aye Apperpauatut yeqpaay ul asoyp ym [eap pu s10s9 10 stup]qosd ‘Aue Jo saou ayeyy Burdes axe Aoyp yey oF Uarsy] O2 are|MOIID, cueau9-29] ue“ Buype9 sen ausdIg PUBS snq v.10) 8unyea a19M a]dood omy, t Z . Z JewesB Uo sn904 01 An pur wp Htoup asvdau Surjursp Sud aidoad ayy, we ure aias = auowsve Su nos a1 x 9p [9 uo pu gy bury ys or wap wopide ba eps $294 1040) preog amp ut ‘aaey [a sion pm uosiad ax PAL 2uayuas eyZee LEVEL LANGUAGE ASSUMED KNOWLEDGE RESOURCES PREPARATION TIME GUIDE Sample lesson 2 Lower intermediate Superlative adjectives (adjective + est; most + adjective): big biggest sad saddest young youngest old oldest early earliest easy easiest careful ‘most careful boring most boring interesting _most interesting difficult most difficult Comparative adjectives (for example, bigger, sadder, et), present perfect for life experiences. “Find someone who sips, group questionnaire Prepare the Find someone who’ slips (see Stage 1) and the questionnaire (see Stage 2) 40 minutes Hand out slips of paper to half the class. Each slip has a‘Find someone who’ instruction on it, using a comparative adjective, for the students to compare themselves with each other: Find someone who is taller than you and sit next to them. SS Find someone who has bigger feet than you and eit next to therm [Find someone who hae more careful handwriting than you and eit next-to them. Ask these students to get up and go round the class asking questions till they find the person and then sit next to them.“pion, spe uy smgen jo oqo joer 0 way poe ann s1-soanpafpe Jo sdnou8 snoy af uoaMjaq st 2oUazappIp ay YEH YSE aq "(a9¥ADNV7 99s) uusNJOD pueY-y>] tp UH soaNDafpe axp ding, way 4 ais puen 247 404 ‘24 pt jwoaas jssorsis pu stoysoug sow ays sy DyHPSUY S “imo punof nod Susyi auo au jja1‘0g. _sp10>04, 19up, noge 124 uo Nok aaiB on dnos8 pee Buryse Aq poorssapun ancy day pay ‘paystuy aaey doug Uy -surajqoud Aue yum Sunday pure warp or Suruarsy ‘stp Suop axe Aaxp apy punos o5 -dnos say 40} S1omsute a4} Ino 10% 0} pur axTeMOH|sANb axp peas oF WIT SV fased @ 10} 22914699 249 324 ‘69819 03 Rowinof 4si0m a49 Sey uyeia asaqje2 ayy sae, Sunumpuey iryaies sow ayy 94 Aqgou Sucaioquiyeou aug sey ‘sobunok oun 6 spuey 1606014 ay2 624 490} asajjeuis oun Sey ‘oym ‘dnos8 snod uy ‘aneuuonsanb e dos yoea ants g-9 jo sdnos8 ut sioureay ing z Z . Cc sewUesB Uo sn9042 . 2 Focus on grammar Practise the language Put the class into pairs. Write biggest at the top of the right. column. Ask the learners to fill in the rest of the column, ‘answers when they have finished. Tell the pairs to look atthe first two groups again and decide how they could divide them into two more groups. ‘Ask pairs at random how they have divided the words and what reason they have, Ask them if they can think of a‘rule’ for each group, Group 1: One-syllable adjectives, e.g. young and old, add ~est; sad and big end in vowel + consonant so the last consonantis doubled. Group 2: ‘Two-syllable adjectives ending in y, e.g. happy and funny, the y changes to ibefore ~est. Group 3: The majority of two-syllable adjectives (except those ending in -y) take most (for example, most careful; most boring) but some can have either form, (for example, quieter/more quiet). Group 4: Adjectives with more than two syllables take most (for example, most interesting; most difficult) Ask them to look at their questionnaire. Are there any adjectives that makea fifth group? Group 5: irregular adjectives: good/best; bad/ worst Write up the following adjectives: nice bad pretty good thin beautiful exciting interesting famous happy Get learners to work in pairs to discuss how to make the superlatives, Go through in class when they have finished: write up the words and ask learners to make a sentence about themselves using the words, for example: I think Japanese food is the nicest.40) spr0M pur spo “sonnei -sootoyp soused s1oxp uo odor e ay4m 0) syuapHIs amp YSY ZT “1 way yBnostp oF wea nos os s1o119 Jo 2}0U v yey “Axwssa90U J! djpy OF pure “Burkes axe ssouse9] 342 1e4 0} UDAsH] 0} ayeMOIED "suonsaNb s.19"P0 ‘ypeo samsue pu yse op sured uy ssousea] ind sKpeas axe Aaup UD, FT 404) 30 ‘oydu ssouu Sf 2s0yp duunf pun sraueuosua -papaatt jt djay ant8 pue stua|qosd ypu [eap 01 punos 05 ea hy g 1902 08,108 ——— ann sty, -dnos8 yes suaaned stip uy suonsonb 2100u 2ay5 ey ‘yeu 07 szouzva] ay) 198 uoU,“s19UAeD] JUALAYIP WO} S1DMSUIEI22]]0D 2Aun apes sone anno x004 4594 9419 6] 324M ‘ayy moy ap spreoq 241 UO ALM OTF Z . Z JeuusesB Uo sn904Focus on functions About functions Aww is the communicative purpose of a piece of language. For example, the purpose of this piece of language Could you close the ‘window, please? is making a polite request. Here are some more examples: Inviting Would you like to come round for supper? Suggesting Lets havea game of chess. Agreeing That’ right! Giving opinions [think that’s great. Greeting Hello! Functions are directly useful—if your earners can make a request using Could I/you (+ infinitive)? for example, they can ask fora train ticket, order a meal, ask someone for directions, aska friend for help with a problem, and so on. ‘There are various ways of expressing a function. These variations are called exponents, For example, the function of requesting includes the following exponents: Can you open the window? Could you open the window, please? Would you mind opening the window? Each exponent provides a frame for building new sentences, For example: close | thedoor, Couldyou | pass | thesalt, | please? let me know, ‘One grammatical form can have several functions, for example, the ‘modal verb can is used for the following functions: Ability Tcanswim, Requests Can you turn off the television, please? Permission Can Ismoke here? Possibility Itcan be rainy at this time of year, Functional language is often a fixed expression or ‘chunk? for example: Never mind, Itdoesn’t matter, Ofcourse. Excuse me. In these cases, the words in the chunk do not change and the leamers can memorize the chunk in the same way s an item of vocabulary.wioosssep> ay dn pn 0} wiotp 3uryse sioue9| amp yim womessoat0> ap-eas v sey J24P821 241 F UOssey ajdures Uy SuONSOSNs 10} enuv] mau wos Suippe Aq stip wo spring pue suonsa8sins 10} pasn Aor a8enSuy| eye wtp troy sHD4I9 Uap ‘uoIssnostp dnos8 eaxey oy siouze9| a4) S198 soy" aM € WOSs| jdureg uy ‘onfloyeIp padey e pasn s94yPeD1 9yN“T-Z ‘uy paquasap uossoy stiono11p 10) SUPASY,a4p UT ‘HRP BUIOP Jo Skea 1aL2pp axe 210441, "wortesioatOD v UL st WuDtp SuEMMpONUI Jo shea, 1894 2tf Jo au0 0s ‘uonesiaAtioD I Aifermyeu.In990 suoRoURY [eDOg ‘suoyjouny Sujonposyuy ‘SuO}}OUN} YIM SsoUUeA] djay 0} MOH 31 Suysn pue Sutsooyp ut aorizeid axey 0} pur suonemis suaxaytp ur etsdosdde sj aensue] yey use>] 01 paou siousey] gasvaqd ‘sop ay1 as0p2 Aiqussod nod pono aafluenseoL — vIVKWOA joo] Wosoys9y,eI UULsttp op ue> Koy, ‘SuLZaMsUE pu suOAsaNb Surfse 21 ‘9BuEyDxD ay jo sued yiog ur ued ayer ue siouseay weyp ue odust sty, -rsinor{o'sax gausofsiys uado nok pmo v ormmojp] 4 esaddns sof punos a10> 01243, nod pynoy,¥ :9}durexo 105 }doad (a10ur 10) 014 us94i9q iuEy>x ue se an200 “919 Bunsanbay Burau se yons ‘SuoNduNy fog © . Z ‘suonouny uo sn904 “Aawjni srousea] ayn yd sopnpurs are suone j24 10 pu uren vig), asonbar. a3 210ur3 ays 250p1 404 "38Focus on functions Functions and grammar Because different exponents involve different grammatical forms, you have to be careful to show the learners clearly how the differe forms are used to avoid confusion. Sample lesson 3 gives an exam of this. Functions and appropriacy You can help clarify for your learners which exponents are more polite by presenting the different expressions with a ‘cline’ to show degree of politeness (alist of exponents, with the most polite at top), and by having a class discussion to match appropriate expressions to situations. Sample lesson 4 gives examples of both these. Practising functions Learners need to practise both sides of social exchanges, o pair wal role play, and simulation are especially important practice activit Pair work involves two learners practising both sides of a short exchange. Role play involves a pair or group imagining they are characters ina particular situation, for example, one friend inviti another to dinner, a customer complaining toa shop assistant, ora family giving opinions about which television programme to watd A simulation isa role play where the whole classroom becomes imaginary place, for example, a town centre where lost tourists inhabitants for directions, row of shops where ‘customers’ buy things from ‘assistants, or a restaurant where ‘diners’ order meals from ‘waiters. There are examples of all these activities in the in this unit. Written consolidation Functional language can be written as well as spoken, though ita sometimes be more formal in writing. You can help to consolidate oral practice by getting learners to write realistic notes and letters, There are examples of how you can do this in Sample lessons 3 Selecting functions ‘The functions you teach will need to be suitable for your learners! level and needs. A group of beginners planning a tourist visit toam English-speaking country will need functions such as asking the ‘asking for things in shops, ordering a meal, and booking a hotel 09 expressed in very simple language. An advanced group of learners hoping to study in an English-speaking country will need functio necessary for academic study, such as giving opinions, presenting argument, etcsoyjdox pur sronaj asonboy pur sou uoy, Avid [0y suomated uuoyssnosip dno) sue) OREN SseP ]0UN, zoned ed wad, Be 2Benduyayetidaadde ‘msu ys Buy wo woyssnorpsiuapmis-oypeay | _pue wonsonb suapmis-soypea, i aa yaTU0D (S110 lus Benue] mou sonpontut oF Uuonenys woosssep> sasn JOY>PaI, a8enBuy] syyo s9ysray, spi 2]01 sparaqsey “(s199/qo woossse>) e1e2x sqevoreur ou dqpematy ‘uonsuTy eyo sjusuodx Aounidosdde ype21 01 SoH uax24p 21p Y>"O} 01 MOHL las suonso83ns. ssanbas Sunyeyy 0 8urpuodsox pue Ruryeyy ddd S91 PHN—AAY, puossa]9jdures € woss9] ajdureg ‘suonauny to sns9y: s1epyostio ueD 11 yBno ‘Benue sou ay 10} past stotp jo areave wamp ayeur [LM WIeIp pue ‘suonenys aiou ypta adoo 01 ancy Aamp afenSue} axp ysianis 01 ss9Us2] aBemmoouo qa Auarioe Supyeads ysay ayp veya st uossa] v SurztueBIO. yo dem stip puryag apr ay, "(asa1) sdnou8 10 sured ur yse Supjeads aaqjoue op siauseoy ayn Aqjeurs “(yea warp yuma sastiread puv afenSuey mou ayy saonponjut iaysea axp uayy pu es Aayp asaq se sup a12jduroo srousea] a4, “(1s9) aBenSuy] mou yp soumbar Yor Aatanoe ee ype suBaq oss ax, wossa]1891—Y>"9}~150) est qr asneaag st sty, asenSuey sau axp SuINponU! 210}99 4 Sunjeads e yim sunB9q ¢ uossa] ajdureg ing ‘japout dad ¥ RursoU]o} ‘Ry 08 3 poyoo] axvy am siaq0 axp ayy] pazruEBLO st} uoss9] dures ore damp Uo0ys x ynyan2e 200 1.09 0 5 uoss9] suojouny e yo anjonays ous ret Bu puna nod prom ppe aysrus Kamp aveypauuionut Aq pure g°"*Ayqussod nod pion pur ¢°"* nox pines ppe aystux Aayp averpautsoqut-a1d ay 2°" mo un yaa, Koup a1o4 sisonba1 Uo UOssa]v aby YB siauur8aq og “saunzonans x9jduto> azour wt Sumppe Aijenpess pue [eho] 49M0] 243 10} aBenSuxe J9]dunts Stnsn ‘sjoaa] wuas2yp we 290 Uuetp 21ouraysney aze suonouny rexp suwowU sIy,“suonsuny BuTy>e_aL Jo} o8n 013809 24p St ypeoudde fearpA> v assno> yst|Suq jesOUds v UY e . S ‘suonouny uo sn904Peas LeveL LANGUAGE, ASSUMED KNOWLEDGE RESOURCES PREPARATION TIME GUIDE Sample lesson 3 Lower intermediate Making and reacting to suggestions: How/What about going for picnic? Gre Good idea. Thanks,T'd ove to. That's a good idea, but . Sounds good, bul Tdliketo, but ... Vocabulary for leisure activities Possibly some expressions for suggestions, for example, Let's... Shall we...? Board, eight word/punctuation cards: [TRewatout] [Taoing] [tothe beac [ters] a0 | [Tora walk es Make the cards 40 minutes ‘Tell the class that it’s going to be warm and sunny at the weekend, Ask what sort of things they like doing outside a the weekend and Put their suggestions ina lst in the centre of the board. You can use substitution table like this: Outdoor activities walk wim drive picnic fora beach hi tothe | mk fishing eyoling277 anoge ayy pum sures ayn oc “(Bus ppe szaasuy) Surpus qian ayn aBuey> pnoys daxp moy mouy kau JESSE] aqp yse pure 2" anoge mo} Yat a1qqnq ypaads Mau ednang eBenBuel euy ued useaq a ames, 2uuad a onup ways | 2794 em ~Garawave 09pan6 auoneetire Ganon 212 2°" am fous)" 5297 ‘ajdurexo 40) ‘apis puey-y>] 24 uo ‘preg 243 01 seapr aretsdoudde dure ppy Humtpatios ysa88ins 0} pasn dau saseayd 20 spsom dure soquurouros ue> dau yt WaYp se UH, “op o1 Suro8 aze ayn eyo warp ase “paystuy axey sdnosd ayy uayA, “suonsaBins ayeus 0) Sutsn axe Aayp enue] axp umop aytzm pur sse> atp punor yea ype sdnou ayy sy ep ypeo uo woousaye ay) Ur au0 pur Sur0U axp Ut uO :194p>80 (op 0} sanztanze snoj Jo [e101 e puy pnoys Aa, “p1eoq ay UO Seopt 24, Busn ‘puayaom aqp ae op 01 Buro8 are Aatp reyss aproap pur moge 219 0} wtp ase pue sno} 20 2osxp Jo sdnos8 ow srourea] YIN _Z S . S ‘suonouny uo sno04Rub out the word go from the phrases on the board. Add go org to the phrases for making suggestions on the board so that the Jearners can see how to make sentences Making euggestior drive Shallwe go ...? picnic How about going ...? What about going ...? fishing | eyeting Ask eight earners to come to the front, and give them each a word card, Get them to hold the card up so that the class can see it. The ask them to sort themselves out into twsy :Aepung uo utes 0) Suro8 s31—poduey> sey a pure pua{2am 3440} yeD910 JoUpeam 4p puvdy IsM{aa,NOs WIP SSE> 9HP [PLB eBenue] ou asp, ssoy Ai Ysa 0} 240 [49° yng ‘0}2¥4 PT AV ONDAX au yaa uc us aaap v 40f3us08 snogv moy 2ySunéy aware :pydurexa 10) sep amp, sso1pe siouze9] 1ay0 0} suonsaBins afeUU 01 SOUL [eNPEAIPUL }SV oBenue] oy; os2ed (pj09 Asan st sage aya “ng ‘opt pos vssoy, 44a utas v.40f 3us08 soqn moy ‘OYoKY WaHOVAL ‘poo spunog waHOvaL ayonag ayy Zauoy jy LM epturnd v sof 3uo8 mnogo moy ‘any waHOWaL :ajdurex 10) ‘suorssaudxo 1uasaygp Buzsn puodsoz 01 wiaqp afesnoouo pur sr9uze9] enpratpur o1 SuORSABENs HEY uoysuoyosdwos 49949 “(omod 9g 20u pnom stip s1aMsuy) ON Avs ysnf op am Ayo se 242 SY : uote anq'04 MP nq eop\ poob e seu ___Savet | 2 Sub anoae au ‘nq ‘poob spunos yseeq | oun.or oqua\d sa} amp 27 oBameus ws 08 a0 xem | eo jon ono p \e2p1 poe) nes Gupuodeoy | seanrize wopano | _suonsebons Gunen ‘jdurexs 104 ‘pavog 241 uo s2ydurexa ‘autos dn and pue uonsa8ns v 0} puodsas ues 2m Moy sseP ay ASY g © . Z suonouny uo sno042 . S Focus on functions the class for some indoor ideas, and add them to your board, remembering that you have go’ already in the‘ Making suggestions’ column, For example: Making suggestions _| Indoor activities Responding Great! yes _ | Goodideal {love tol to a restaurant to a concert ‘toa museum ‘to the cinema skating shopping Levego Shall we go...? Sounds good, but . No That's a good idea, but Ialike to, but How about going ...? What about going ...? atthe class back into their groups and get them to revise their plans for a rainy Sunday. Circulate to monitor their language and make a note of any problems and errors to feedback after the activity. Consolidation 9 When the groups have finished, get each group to write four short notes to other groups, suggesting activities to do together. Collect up the notes and redistribute them at random, Students write replies according to whether they can come or not. Sorry Id love to but we're going cycling on Saturday. We're going for a pict on Saturday afternoon, How about coming too?somumu cp gaia ave ‘9100 @ SbueYD 02 sobuesns & yey “suoYdel22 242 10} abueyO posu no, | csdiue36 woe nok 496 pynoa ays yey “sdoys oun 09 Oulo6 61199516 sno, uuidee we nok anf pinoa Kaya 3! anbea09 & Asy auaePeaY e aAeY NO, _jjesquin ue nok pua| 04 anbeatj00 w ASy “SulUIed 6.4} ana 7 | nok 10) a6n0y aus YoseM 0 snoqubjau w xs ‘AepIOY UO bujo® a4 NO) +400 poo! w nok pus} 03 puaty © AS ios 04 Kora 03 s2ayenep ano ia) “ay @ nok an6 04 snoqybiou @ xs “‘UNOP u9}014 SPY 129 ITOK ‘1a€ 242 396 03.98 nok yey ‘Rpeau Kyzeu S| 42UU | “geo uno s92ye 400) 02 pualyy e xSy ‘AeP}O4 uo BujoB axe NO, ‘pivoq 2yp uo 3pHs oi 121904 a8:e] © UO cuaqp and wes nok son }>ey Surddo> ou pu ssep 2B. &axey NOK 4gu-(¢ 3801s 298) swuapis JosTed y>eo 40} spse> Kejd 3]01 2591p FEW, Z 298 0} SP) 304M 24 10} ‘ySnous 81q 9q pmnoys 50411 "698415 20) axoqe spIEDysEY MPA 1 NOtLvuvaTHA (so[9q208) spreoysey ‘spre> Aejd ajor‘puvog saounosaw sanbar 40} 3°" noun tag 1MONN aaIASSY +++ yune> | preage us, h1s05 20 2830102 JO e-nokpmop ssyanbox 01 Surpuodsau pur Bupyeyy 49VADNVT ayepouuaiuy THAaT uossa] ajduies c a) Cc2 . = Focus on functions 1 Prepare the classroom so that some things are in the wrong place (for example, books, chairs, etc.), some windows are open, and the board has writing on. When the learners come in, ask them what is different about the room, Introduce the language 2 Ask the learners to help you put things back, Use some language that they know already, for example, Can you ...? Then add Could ‘you ...?and Could you possibly...?,being more polite for bigger requests, Small request: Can you put the board rubber back, please? But, big request: Could you possibly pick up all those books? Language focus 3 Write up Open the window on the board. Ask the learners if this is polite. Ask if they know how to ask more politely. Write up suggestions in a cline, from impolite to polite, for example: Open the window! Not polite Can you open the window? Could you open the window, please? Could you possibly open the window, please? Very polite Check comprehension 4 Give the learners some example situations: Aska friend to lend you a book. ‘Ask your teacher to lend you a book. ‘Aska friend to lend you some money. ‘Ask your mother to lend you the car. Use the |-fqdax 01 pur wsonbas ayp ayeur ‘oy suum uy 1128 pjnoys day, “auIH e re auO dn waM o1 pu sap ay uo unop aej warp ind or wiayp ysy(apeut aary nos s9ysod ayp ast. 410) sp1e> Arjd 2]01J0 398 8 sted peo ants sited un srouseaq Ind mo, ‘sisonbau sio8uassed Sunsamstre sapste ay Umop sfe4 01 pue siuepuarte 1ysj aq 01 SsaUEIeaL XI5 10 any yy Sunprouos wiowp 198 01 wepuone 1yBy amp pasu Aaxp pur aueyde tuo are Aaip aurSewut oy ssep amp [PI (WUaU>BrEsear aKfOAMT YOU TT sty mode] wrooasse > [euontpen e uy) “wor Uaasiag sapste pure sieas {Jo smos yim aue|d e a1] Wooussepp axp aBueALe 01 siUapMs 198 MON “gue | pleaye us) Ruog |p51n0940 -soypdas ajdurexo autos di ing “(219 [wou ‘sauoydpeay ‘ajdurexa 10)) s19y10 105 4fo) Ain 108 juanny 296 — 1.09 | prnaf uj Ausos uj pu ‘sysanbax aU10s 40} 2s4n00 Jo Buisooy> ‘uepuane 1ystY 9yp aze NOX jrse Ajdoy SUN 1298 01 Nod yse 01 ssey> axp BuIA’ spaeryseY JaMO aq YUM wade, *ye$poy, 24g] punos or zaypa801 un are .nok pynop, spiom ay Moy SuLMoYs “Woy? quia uoReF>UNUOLd astioeag “(graying » aut 398 Aiqussod nod pyar) 10 grayunyg v at 108 nox pyno)) 1140) ¥se pnod Aaxp MOY ssnostp pure urEBe padysey asiy aq dn poy -spiom axp Jo uorrepunuosd atp asnoeig “are Aout yey Yse pur au v ye uo spreoysey ayy dn pon sSiuys aos nos 198 0} tuypuayso syS4f ays sy aud 0 uo 210 nog SSEI> IT asonbay ay O18 MOH pue or Sunyeads axe NOK ‘oH.m uo spuadap ssouanjod ‘[esouas ur :Aes pynom Aayp reYm sSN>sIC] e . S suonouny uo sn904 auasayip s1 avog amp 103) 2001482 . = Focus on functions Feedback 8 Go through the situations with the class, discussing what would be the appropriate language for each situation. Consolidation earners to imagine they cannot come to class. Ask them to write two short notes, one to a friend and one to a teacher, asking them to do something (for example, give in homework, collect worksheets, tc.), Collect these in and give them out again to different learners. ‘Ask them to write a short reply.“08 01 NOK Moyye = 1122402 a1 nod sup pa 2xp11 Sti, ‘Ss9pu0D = Hapyrre ays Butsi02 OF BUApD [. ‘Hf axaquo> 01 Surpioooe sup wuasapEp A194 omy weous weD pe “ajdurexo 404 suonems yuaxayp ur pasn uoys sHureaU WUSIOGP ane sp1om Ata asmie99q “1xo1U09 UF spuom Yea} OF EOL SEAL “auguupo ‘a2uaistx9 Kanvag‘9ydurexa 10} syd30U0> ENISge 01 19} SpIOM J2IIO “dunl ‘105g 2] durexo 40} ‘stuonIe 40 sButyp 2991U0 1 19}91 SPIOM AOS Buueow ays ust sas ku han aya ony ‘ouqu qui '27944q/10/ _pydurexo 405 Suuyjads ures pue spunos oures 249 ancy yotya sprom dnos8 0 ststin Butop Jo dea 24 ‘poyuasaudas 24 tue spunos skew snoyrea aup Bumpuersiapun djay poou ssouseyy Aut arse A, 40 pun ut se J, we uptaajads 2q we9 in) 2ydurexa 0g yeds stat mou pu punos © uaaMy9q diysuoryepas 3z0-O1-20 3UaIs}SUO> ‘ou st auoip asneaq Asa jou axe wonve;sunuosd pure Suryads uopeounuoid pue Suiieds -syxaquoo pure suoryerys yey UL:p2sn St PION 2p MOY (uore2ojjo>) quia pasn uayo St! sP1ON YI sir ppaads jo ed vey. prom 2xp jo Burueaur qn papunouosd st31 oy ajadsst prom © oy our] oy paou sious0 -Aapjnqeooa aananposd v uetp Axeynqed0a annd229s 12 881q ypu e ane [fe any Pyfo 2ydurexa 204 sonposd s249u keus nq pueyszapun daup yeu sp1om :Axeynqeros aanadao0s s} 2494 Pur ‘spous‘9|dusexo 10} saxswiayp ‘2onpord 1 ajqe axe Aaqp yeu sps0M -Arenqesoa aanianposd s| as0qp pur 39009] sen Suey y>e9 UT dom ayy Ag spun 4989 ‘goof fo oso v so ayy ®Bensiue] yo yuNKD 10 aseayd poM-yHUH ‘sin dn 2102 30 no ssnd ayy qu9a yoseayd v 10 aunyp0tu Stunjsom ayy uno wap LIED ‘oy Suyuat 240 ayes 01 yy2801 08 re\p spuoM 2214p 10 OMI 2190309 ‘o]durex9 104 ‘puom 2[8uIs © ‘uray peorxa| © pae> souuriowos “wan AZEIMGEDON V Aasejnqesoa ynoqy: Aaejnqesoa uo snd04 V g CFocus on vocabulary Words can have a literal meaning or a figurative meaning, In We climbed a mountain, the word ‘mountain’ refers to an actu: mountain, but in ’ve got a mountain of work to get through the word ‘mountain’ is used as an image of huge pile of work. An idiom is a ‘group of words which has a meaning different from the meaning of the individual words: for example, the question Would you like a piece of cake? refers to an actual slice of cake but the idiom It was a piece of cake simply means‘It was very easy. Idiomatic language is common in conversational English. ‘We can often change the meanings of words by adding affixes. An affixisa group of letters added to a word, either at the beginning of the word (prefixes) or at the end of the word (suffixes) to change the ‘meaning in some way. For example: the adjective selfish can be changed into its opposite by adding the prefix un- or intoa noun by adding the suffix ness, or into an adverb by adding the suffix ly: unselfish selfishness; selfishly. Itis important to teach which prefixes, and suffixes can be used, for example, the negative prefix for kind is un-: unkind; but the negative prefix for formal is in—: informal. The noun suffix for the verb collet is ion: collection, but for the verb disappear is —ance: disappearance. Parts of speech Every word belongs to a category or part of speech, for example, verb, an adjective, a noun, an adverb. Each category has grammar rules associated with it, for example, all adjectives come before a noun ina noun phrase as ina beautiful day and adverbs usually follow the verb they are describing asin The examination went well. ‘When we add a suffix we change the part of speech that the word belongs to and this will change how the word can be used, for example we could say, she had a happy smile, but she smiled happily. Collocation Words are used together, in partnerships. This relationship between words is called collocation. For example, verbs collocating with a party include have, goto, gatecrash, and throw but not make or do. Lexical sets and word fields Vocabulary (lexis) is often taught in lexical sets or word fields, These are groups of words related by topic. A lexical set isa group of the same category of words, so for example, table, chair, sofa, and bed are all nouns belonging to the lexical set furniture; and angry, happy, sad, and anxious are all adjectives belonging to the lexical set emotions. A ‘word field is wider than a lexical set and contains words and phrases loosely connected to a topic, so for example, the word fieldp1om mau orp jo Bureau q9exo ayp aq iow YBN HOE|sUEN ay1—[ryoseD aging ‘wiejdxa 01 Aem soy amp sts sowNawos —_cuoHE|suEN “apyusssasso]8 ays ‘one sund ayy —dn Suysoo 210 nod au Soat ito] 51494102 “yBiy st apyuny“sasiou y0q 240 auto puv apyuts —:sps0m pareyex pury fo ansoddo ayiss nfonds — mduoyue we puryun ‘onus suvou pijords — sauduouds © 2ungnuunf yo 240 suupyp pun S3jqu Spoq asnasuanf — zayduurexa we Aouout apy £1a4 anny nox supa Auuasod —:wonayap e saa Suqueaut ‘urejdxo uv nox spiom yensqe azou epLNy “Usa aE SquDA 40 910d 24H] sunou 22:50 ajduuis o sSurueauu ap urejdxo pure anpostut 1 (si99(qo wax) wxyeas pur ‘our 'saumozd asn ospe te> nox “spo, soto tpiat uOReUIquIOD tH pure yxaytt0D UT waddle spuoMm Mot ay aay sodessed Suypeos pue sanSoperp ur paruasaud aq ue> Aaemnqer0, Aueinqeoon Suuyeydxe pue Bufonpoxzuy Axeinqeooa yim siouse9| diay 0} MoH auyjod 001 s111 se ‘Sretsdosddeut aq ppnom 1 puatyy asop vor ang Supua jeurz0ye st sup asieoaq aretsdordde aq prnom soysta. 150g ‘yuim anSea|jo> 20M v 0} [ew ue SuIpuca ‘a[dutexd 404 “Aoerrdoxdde jossouoreme ue Surry st wonemys Bu asn 01 arsiBas PTY SuEMOLTY -uoresiaatto> ut pasn afiensiuey st ypryn ‘asienssue] permborto> st aSenSuy] ssifa4 Jomoy UrYEA4 ({ettzO;Ut) oy 03 (2BenSuE| Jeuzz03) Sty] wwo4j Supo8 se sayst Has inoge ype) am pure anpeuLLO} uy sapua.aypip asamp aquosop 01 pasn sf saystBax wr301 94, -9qDolua ‘ios pte 224109 wep says18a4 samo} ¥ aney dau cTeULIOgt are auiosomn pur 815) ‘2|doad sopfo £q pasn 2g 01 Afayt] azoUur ase ajqnolua aan pure 3122100 ajiyan‘2|doad sofunok 4q pasn aq 01 Afox| ax0Ur are atuosamn pur 313 7nq Suuwou septs e aAey YO jawosaAD som 818 ay, puvajqudofua Aaaa som a2u03 ay, saseayd om axp ‘ayduurexo ‘oq “sioyeads ayy uaaMaq drysuoneyas ayy pue worems auf OF Surpror9e a[doad quasaytp Aq pasn axe saseayd pur spiom 1212431, Aoeudoidde pue 10)5)30y ‘9 ‘ys dn yvaug 0} “ys10 240 us 29 0} 0104p ‘eBoLLzDUAJUDISIp '9S0]9 “diyspuatsf ayy soseayd pure sp1om s04p0 osje ng ("a saIss ay of ‘uayjout) sioquiaus Aun) 19s peooso] ayy apnpUur wyBIUU SdiysuoHypes . Sw Aupingeson uo snoosFocus on vocabulary Helping learners record new words Learners need to develop study skills such as: Recording new words Itwill help learners if they can record their new words in a vocabulary notebook or on small cards. Vocabulary notebooks can have pages divided down the centre with new words on one side and meanings on the other. Small cards can have the word on one side and the ‘meaning on the other. Learners can record the meaning as a translation, or with a definition in English. Whichever way they choose, it is helpful if they record their new words in phrases or sentences that show how they are used. Organizing new words in lexical sets or word fields Itwill help learners if their words are recorded in groups of words related by topic. Two ways of doing this are demonstrated in Sample lessons 5 and 6, which use mind maps and labelled pictures. Helping learners remember new words Simply recording words is not enough—learners need to spend time ‘memorizing new vocabulary. They can do this by themselves out of class, but you can also give them help with memorization, through repetition and personalization. Repetition is effective —but it can be boring! You can help make it fun by turning it into a game, asin ‘Sample lesson 5, which uses a memory game. Personalization involves the learners giving the new words some sort of personal association. Sample lesson 6 shows a ‘personalizing’ activity. Helping learners use new words Once learners have had time to absorb the new vocabulary they can begin to use it communicatively. Words cannot be used in isolation: they have to be used in combination with other language. Sample lessons 5 and 6 show how new vocabulary can be integrated with language the learners already know to help them communicate. Recycling vocabulary Remembering words isa long process; even if learners can remember and use new words by the end of a lesson, they may have forgotten them a week later. You will need to revise and recycle the new vocabulary to make sure they retain it.quaupsqiaape _sur9y AUT, BM, uondiosop ®2I14N worreptosuoy, 20UD9p1P uuo|ssnosip 30m seq axp yods sde8 uon esos a8enduy] 986) ayp Suronpoud sojoyd Surqussop :uorssnasip rom sted | __ souue AsOUaLU SSE 2}OUM. somranse aonseag dew pur e Bure. amid eBuNPqeT adenSuey oes ayy Surp03y sojdusexa pu suoniuyap spatgo yeaisky ‘dyduuss yumm poureydxg | Sursn paureydxo pue paonposuy aienSury yore) yp Su uasad ‘sompid surzeseur ‘soyoyd ‘spxe> pion, 221804 spresyse Pye seo ‘Ssanaaipe pEnSqe ‘sunou 91919002 {yor9s jeoexay e year or MoH | _—__J0198 [EOIN] P YPEDT OT MOH, ‘sn0y Suryre al, 391281 Y> BUIGDSep 305 ‘iano pue sonnoofpe :Azeinge2os enisqy | 41942039 AxemnqeDo4 212!5409 snpoj a8enuey (cx) dda. ddd SanFIMNS WOssaT ‘9 woss9] dures ‘guossa] aydures Azejnge20a uo sn90j:su0ssaj adios “Axejnqeos sot yn os a]puPy 01 SHOUse>|axp 0} 121889 1 EU OF dda Jo s9p>% om sosn woss9| aupzaonse1d aus Jaye “USS tp HOVE, peonposiursta10w pur SuruurBoq xp ve poonporuy st Ase] qe508 1p Jo atu0s ‘uoseau smi Jog Sojdurexa pur suontuyep [dus ‘yen paureydxo aq 1 spaau pure 1esisqe st AZEINLIOA 24 TANNOY, 59 wossy7 uy ‘210Jaq 29s ancy am TeEp amMINNAS ddd ay Sussn aysMeY “Aqisea st 198 [eo0x9] Jo. ada stip pure ‘s1a/qo featsdyd Buysn Avas Dap ‘Pur paonponnut aq weD weUP AsEANG|EDOA 1249109 UO SAsN90} ¢ HOSS] oso} Aueinqeoon e yo aunonays Ou, -ypeo1 01 Aavnqe2oa rey Bussooy> 10) 51564 se odor pur Aouanbayy auiquios spetsareur Suiysea op 21dor yey ‘uo uoIssnostp 40 wortessaA409 v 10} siseq poof s12111e9|sani8 put ‘spuom poizouuooun yo sist Bunuse2] weup ssoue9| 105 BUICK az0ur pue saisea st >1doy e punoxe padnosd axe yeip spuom Buruse>] ‘SpI9y PION -fouanbo jo uone>rpur ue axt8 [PM SaLTeUOR>IP _srouze9|fenBuyfouour ysopy saa] amo] ye sNqETAS PUI ANE spuom quanbady 2101 axp y>ear 03 sts sOyeUL I] Aiy4N225 30 USIP se ypns spom ueys ayo azour pasn axe Jo04/2s puEJB2 se YaTs sp1om ‘9|durexa 10} ‘sioypo uetp APpuanbayj 70W pasn aze sp1oM 20S ouanbou, Aaeinqeooa 399195 0} MOH . i Auejnqeoon uo sn904Sample lesson 5 uever Elementary LANGUAGE Crockery and cutlery: knife fork spoon _ plate cup bowl saucer glass ASSUMED KNOWLEDGE There is/there are House and furniture, for example, table, chair, cupboard, sink, fridge, floor Prepositions of place: in, on, next to, onthe lfi/right ResouRcEs A selection of crockery and cutlery as above; table or desk, tablemat, tablecloth, tray, apron; poster of a kitchen PREPARATION Collect the items together (see Stages 2-3), and make the poster, or be prepared to do blackboard drawings (see Stage 9). Ifyou have copying facilities, you can copy the poster asa picture, one for each student. TIME GUIDE 40 minutes Introduce t LanguageA SOS ;pivog ayy uo Sunes jqea ayp jo aumoid apduus edad -puom axp yeadax nok se dn a1 Burs9400 44 pasunouord jou st 3, ayn aeUp siaUseaT axp MoYs ‘2y14y aHLEM NOK LOY ;p1voq ap Jo apis aio uo sy UY spxoM ayp aALIM “YoReDUNUOId asnoesd o1 spiom yp wadat 01 sfouse2] a4) 108 pue dn stunt amp PlOH, somyso8 11M ‘waxp moys 4say ae pueyssapum op Aaya 31219 8nypd 24 Ho Js04 242 sng -1y8t1 ay uo afiy ays ng 2jdurexa x04 “wxO4p 1nd 0} 22949 J0U1EA, 20 Burjpa1 pur suray! 1ox0 Surpuey anunuo.y sou ay) 10 471d 941 ng Stakes ‘xejd v wiorp pur} 9}qea TueMe sos Hp 128 01 Te. MOU 24 y>ea) oy Sulo# are nog ‘ss0q ruEME}s23 xp D4 MOA SSeP >KP TPL, prt) >ju0m re Avp 3814, jyoqp sar veyp pu ssanges/soyes MoU e stp eHDep PALE OLY, 10U op stot 3eo] at Jt s21)10H 91208 Yea], cOU/>Hs 5 O1LM SV suoade ayy uo ind pur Woy a1p 01 aus0D 0} uEpNIS A2aTUNIOA v SY gam 210 404M SEP BUN YSV"202[e4 7214 24 “2]dutExd 305 “P10 ‘yp uo queameysax e Jo aUTEME Ot ALAN I! Wo WeUL pu TOPE} ayy and pure ssep arp Jo yuo axp re sarey> oma pur ajqer vasuery . Zw ‘Aueinqeoon uo snoo}Check comprehension 5 Get learners to check in pairs how they have labelled their Practise the language 2 . 4 Focus on vocabulary Get the learners to copy the picture in their vocabulary books. Ask them to label the picture with the words from the list on the board. Use the la pictures. Then get individual learners to come to the board and label the drawing ‘Ask learners to close their eyes. Erase one item (and label) from the picture on the board. Get learners to open their eyes and tell you what is missing. Get learners to take turns in coming up and erasing an item for the class to identify. 7 Puta number of items on the tray, for example, two cups, four knives, ‘one spoon, etc. Tell the students they can lookat the tray for 30 seconds. Then put the cloth over the tray. Put learners in pairs to say what they remember, for example, Consolidat apput Three cups! xeIko No, thereare two cups. Ask learners what they remember. Write on the board as they tell you: Thereis one spoon There are two cupe four knives Therearen't any bowls Encourage learners to tell you in complete sentences. Then take the cloth off the tray. Get learners to say whether the sentences were right or wrong, Draw attention to the plural of knife, by highlighting it: knives.‘uondlsnsap s1otp soqprec yeyp aanaaid aun puy pu An pur woos arp punos 08 pmnoys days, uondis>sap mate sia8 peo os siauvay ay 01 stionduiasap 2xp yno pur] "Woo ‘yp punos dn sormptd arp utg‘sammi2id ayy pue suondisasap ayy UL payor ‘aamoid soup Jo woRdDsap v aHEEM 0} SI2UIED] SV -urpyp 191109 01 sseP a4p Suryse ue pivoq ayp uo ssozza dn Sumand y>eqp29j an‘B“paystuy asey, Aowp uy pu stip op daxp se sxauseay mos 03 Suruarsy| PUNO OD “sanuy om ase ‘axauy ang — suoods “ajgea aun uo ‘fue jase aon Uoods e s! aon ‘aumotd Au ut ‘aumard Aw ut -kes 01 eqs Jo apdurexa ue se s3qqqnq ‘paads dn ng saamoid sroqp uaomiag saouaragp ath puy Pmmoys Kamp ‘aoyio ypeo 0} soany2id statp Mos 07 10U WHY [,"sited Ut Warp and “poystuy axey Aoup wayyy 2 Aotp axaqdure stow aya and we> 404, -soysod atp uo sojdurexa Jo ajdno> v ut Surmeap Aq sip op 0 MOY WOH ‘ous "woos axp UT saDe|d yuaZayP ut strDHE AsapIno pure 49019 UE [MeaP 0} S1OUIPa} atp 195 AssouL $1 Os pure ‘dazed v say UOYEIPY E stp aetp suoUseo a4 [,"(lapmis yee 01 sardo> mno puey 10) 1oded jo aoaid v oyu041 Adon 0} siausvay 198 pure preog axp WO s9ysod aypIN_—B . Zw ‘Aueinqeoon uo sno04 uoRepliosuog esensuel ayy:Sample lesson 6 LeveL Intermediate Adjectives for describing character energetic efficient practical laid back disorganized dreamy selfish sociable funny unselfish shy serious ASSUMED KNOWLEDGE Some simple adjectives for character, for example, nice, tidy, kind, ete ResouRces Board, flashcards, magazine pictures of men and women, word cards of the new adjectives PREPARATION Make the flashcards (see Stage 1) and word cards (see Stage 3). Ask the class to bring photos of their family (see Stage 7). Collect magazine pictures of men and women, one for each pair (see Stage 10) TIME GUIDE 40 minutes Lead.in Introduce the language 1. Show the class the flashcards of your family (these could be photos of your family, or pictures from a magazine). Ask them who they think the people are: your sister, your father, etc. Tell them the names, for ‘example, Anne, John, Mary, Tony, and write them up on the board. 2 Putup the four flashcards. Tell them you are going to talka bit about your family. They should listen and match names and pictures. Chect“auuy pue Aaeyy s9pun spuom axp tpi wadany “Apport pun foo Sunyavono op uv> nod suvaus suatoyfa oj durexo 105 ea ajduns v ur upeldxa‘paom v Mow YoU op Siouse9| J]"WOtp YpLA 3 YNOIIp OF -souisoddo ayp ypreUr oF ‘pure Ato], pue uyo{ 49pun spioM jo sist] 242 1 Yoo} or siOUL2} ys -ampid ayo 4apun pio axp uo puro ayp ind pu auio> pynoys Kau “uonduDsap ‘yp weadas ].n04 wroys [fa pu sseP> axp pumoe syuapnis 01 spe P10s Dy Ino als “spaeysey atp sapuin soureU 1993309 axp atLAN4 sp22I309 soureu pur spse>qjseyy PaypreUu axcy sioUUea] ay JaYIKM YOY “ysyfjasun pun pry ‘uosiod atu Ayes ays mg ‘snowsas pu sainb ys a says ansoddo ayp ssn st r0yy syfias qv 9 am — Arspouossad Boats» 103 54s "ySnvy ouodioAD sayouu—Auunf Aiaa says sonuund pun apdoad sano] ays 2qqvtv0s Aaaa Saucy 001 1uasaffip Aton aun suostsdpy jAauoW ysta poo 1ou—Auuve4p 11q.0—Apuun pun pactunssosip Aion say 2x3ways Syo0q ‘Susy 5240] ‘paxejas pun yo0g pry sAuay, says019 s0ys0 Au woaf iuasaffip AoA a4" spuvy sty yuo poo8 pun prraread Auaa sap “outs ays 10 Asnq aaa 1 pun s21qqor, fo 10] » soy 34 3nq ‘Sunoy Sto] 440m 2} 05 ‘s0190P say :muaiyfa pu ana8t019 Aaaa sap asopy9 242 st uy 4943049 A ‘ppdurexo 40} qyuney anod mnoge 4, . Z Azeingeoon uo sno uojsuayeiduios 49049 2 193 uy JosoyFocus on vocabulary Get the class to practise saying the words. Make sure that they can say the words using the correct stress, i. energetic efficient Get learners to record the words in their vocabulary books. A mind ‘map isa good way to record vocabulary. You can turn your board into amind map so that they can copy itor you can get learners to make their own. If this seems too hard, you can give them part of the mind ‘map, and get them to complete it. energetic / laid back coeroeticr /alemaes efficient / disorganized Gees everthing well Gantidy, inefficient) and quickly) funny / serious practical / dreamy Grats pple laugh Casa, enable and resstc) (has = ot of angen Spt Sou corde Cer retie selfish / unselfish shy / sociable Phinks of self First) Gcind, generous, thi (rarvous of meeti oe eceeto ery er es cel oo Practise the language 7 Ask students to look at their family photos and to think how they ‘would describe their family members. Circulate as they do this and supply any more adjectives they need. Put students in pairs and ask them to describe their family photos to each other.‘uondtunsap soy soypreu uryp Aoup 2xmord axp puy 07 woos axp punos O8 s19Ue2] -qopues ye no wiotp aat8 pure suond}s9sap at U! D9T}OD "WOOS ay punos dn uray uid pue sammyoid axp saquinu way "22m>1d s1aKp JO ‘uonduosap v anim 01 wuotp 398 Ads ‘srouse3] an04 x0) aeadordde Ajqexnyyno tou st Auanoe sip J] waroesey> s1oKp 205 Y>veUL a|qenINs e ‘puy ue> Aaup jt 09s 04 sured ur purnos of o7 sioUze9] 395 "WHoor 24 puinos woup uid pu syiaape au uy 139IfO~ s1s0z0)u sts YsIA8 upto aanz204s10 a8 129UU 01 24H pynon ‘PULaUt> prc 140 Us poysaiau 92 poS ‘uous 2]qui20s e2Buau9 Bunox :2}dUsex9 Ue ANID “spomauuteyjaxp a12jdtu09 warp djpy 01 preoq axp wo saxnda{pe aq ‘sn pnoys dou, sanioid soy) 0} Hane we arta op sured amp Sy ‘eyea.eau ses 2900 04 241 pion ui peaseuoau) pobe aye uewompuew eee ‘uewiomjuew suanpe sizeapy Aju v0} yoomauteyy v dn. and 42421 245/21 54 10yyA—2AMoX YA SsNostp 01 S19UIEI| ap ya ted sod suo ‘uawioM pur aun jo saanizid surzeseus 941 INO AIS) -Aaessa02u i djay pure 1oMuOULE Or OreANOAID TUE MoU TGR 6 Aquuney stoup aqua2sap o1 wip 198 pure sated asou ur s19Uze9] Nd -asatp ppe pure paot: Xam spiom azouu Aue 0) ysy “sessanau J saduse2} J2xP0 Jo SutueaU ap Surueydxo ‘prvog ayy uo dew purer aqp 01 2s0xp ppy JoIysnowp doy spiom azou Aue apraoud 01 siouzea| yse]0H tayjay pu y aug 409°" mo aup won wt /9y pu fa np af uex> 40) “puinos fama v yp suyiag psom 1x9U up pe punos jweUosuO? e ata spus pom 240 toys Aqpeadso zoqno Y>ED OWL MOU 2YOSPIOM, yooods payoouu0g Avpuoyy wo uyof 811998 WH] ‘ON, sdepuoyy uo ang But22s nok ary Aepuoyy wo uyo{ 3u1928 WH | ON skepsony, wo uyof Buja9s no 2x :uoneunsour yueyodust sour axp aziseyduto 01 saBue4> ssazis 29uaquRs amp ‘KopHOPY uo uyof Sujaos uj s0j0q a|durexo amp uy 2zsseyduU 0 sie 1mYvOds ‘up rey wo Sutpuadop sea auazoyEp Ur pres aq Ket 22UD1U9S V -kepuoyy wo wy 29s Ayqeqoud IL. 1 suyof 298 07 Su1o8 NOK 210 UOYAA -pjdurexa 404 “uoneuLioyur w2u 0} J9}90 78% spiom axp uayo are asou4, 2>UR}US W zan0 pudTxa ospestoHed S82 sons 80u0jU0S susoned ssons asoup 2anpoud pur azquB0v01 tog 01 9]q# 24 01 PaeU sI9UIETT uonenaut —aaisudxo —ytu01 sioqpo amp wetp ou passanis st qe 4s 240 ‘24050 $2}qeT}KS 088 J0 SPIOM ERIN, uon-ei-f4-t sno} aats-tiod x9 aan aystu-01 om snq auo prom ajduexg ——saqqeytdsjoa9quinn, :pjdurexa so, “sireuosto> pur sjamoa jo uoRreUIqUIOS ‘esa}qpi}is 40 sittin punos a1our 40 240 jo dn apeuraze spo, ssons pioM G . Zw uonejounuosd uo sn9042 . 5 Focus on pronunciation ‘Two other features of connected speech are contractions and weak forms. contraction is whena full form such as Iam is shortened to Tm. A.weak form is when a vowel sound like the /e/in have is not stressed, asin the sentence How many sisters have you got? Because the stress is on other syllables, the vowel of have becomes the weak sound /al. This weak vowels called schwa and is the most common sound in English. Intonation ‘The pitch of a speaker's voice can go up or down at the end of a sentence—this is called intonation. The patterns and rules about intonation are complex, but there are some simple patterns that we can recognize, for example: ee ray Have you finished workyyet? Not yet. How to help learners with pronunciation An understanding of the features of pronunciation helps learners ‘understand when they listen to the language. It also helps them to produce the language more accurately, though learners do not necessarily need to pronounce English perfectly, just well enough for other people to understand them. Stress and intonation You can help learners recognize stress by getting them to listen and mark in stressed syllables ina text as you read. They can learn to recognize intonation in a similar way by marking arrows on a text to show rising or falling intonation. Kinaesthetic activities are good ‘ways of learning to recognize stress and intonation: learners can tap, clap, or walk out the rhythm of a text, or use hand gestures to show itonation. Drama activities such as rehearsing and acting out dialogues are also good for highlighting stress and intonation, as are jazz chants. There are examples of all these techniques in Sample lessons 7 and 8. Connected speech Dictations and gap fil texts are good ways of helping learners to recognize how words are connected in speech. Alternatively you can play or read them a short segment of text and ask them simply to count how many words or give them the text, ask them to listen and read at the same time and mark in which words are connected. There are examples of these activities in Sample lessons 7 and 8.aouruoysod nid ajor ayp Suyusso204 pur unum dno, uonepHosuo3 aBendury Anjd aj01e 3unIN Sunum papinp p81) oxp Suppnporg unpayaBurddey auyps Surdgnuapy somso5, ssans Sudgnuap] vuonemp tly de5, soyqej ds Burdsnuapt spiom Sununo> samtanse sonsead uoneUojuT pue BUPAUT [puom ap zeoq 07 siwapms aBensury sajqeiiss possanisun Sunpoyg | __40j poze axon e Susp eG amp SuUasDg TEA spreoyse ly sarsoa uryp Z| Jo 191804 sprouse sqerorew uonepunuoid uonepunuoid josaumeay rysiqysiyon | josoamyeay ay8yysty oF suonse puv aimss8 Suis | _ aaniso8 pue2210n Rus, sn20} Bury>e2I, SvuaUIaTeIS pur suonsanb —yn urssang uoneuoiuy (vmips) spunog Suu sno0ja8enSuey Isa Yp LATINA, ‘aanyonays wos] ‘guosso] dures ‘roused yo a8ueyp e pun duane Bupyeods ap Sunpeadas Ajeuy pur SSenSuey wou Suysnsead pure Buronpostuy warp zane Supyeads yom sed w yu Surf ‘sen 891-YEDH- IA], CSE ‘goss saxpao1 pos eid are yioq watp pue‘posa2eid pue paonpanut st ‘uoneuoyur uotp ‘pasted pue poonpont st SupyuTAsIy ddd Josep .0m ost Uosso] 210424 29 94H] aM SOMMUDNS LOSS] 95M SUOSSA| OM ISU, uoss9] uo}ejounuoud e yo einzons3s OUL “ssans p1om uo sido} ® 125 uv a1ojaq Ananze ue ut saanzalpe axp asn siouse9|‘g wossoy adres ‘uy-stioape woIstaaqor stoup wwaoy1od 01 au0> dog uOys w9Kp dyOU TEA. ypryps‘suonsenb ur uorreuorur pue spiom payuy| Jo wonesunuosd ‘yp asnaead Aoqp u9aatoq tT “UaNo 412K Jo UEApe VOISTAIE} e ‘uzioyiod pu ayia 01 sdnosS uy 50M watp pue siuDApe aUOS OF U>ISt] S12Ue9f ‘9[durex9 204 7 Wossay ayduures Uy ‘uoRPjos! WAYNE) 10. ‘ssquod Surypeai afenSue] saxpo yim paresBaquT 389 s1 uoREISUNUOA ‘squjod uoe}ounuOsd 399]/8S 0} MOH G . E uonetounuoid uo sno04zZ . 5 Sample lesson 7 LANGUAGE ASSUMED KNOWLEDGE RESOURCES Intermediate Word linking: You'll beamazed. Intonation in questions and statements Present simple, yes/no questions, imperatives, wil Flashcards: PREPARATION Realia:a floor cleaner, pet food, face cream, powdered food sachet, and other household products, one per 3~4 students Poster with text of advert Prepare flashcards and realia, Re-label the four products with the names in the four adverts. Prepare or make up adverts for the products, for example: Tired.of scrubbing floors? Try newfeziClean. Your floors willJook like new! You'll be amazed! Does your pet need more energy? Is he tired and ynfit? Buy Doggo! Doggo puts the GQjn dog! You'll notice the difference straight away!agpng-anids a5n nok ways uaddvy 94 YM, g0880cq s1va Fop anod vaya uaddoy 1 30444 gnyStuqyanoy asn nod vaya uaddoy 1194 104M guaayz-12a] 280 nod uayas waddoy [a4 YM, Burpuryssapun s9qp 94> ‘oy suonsonb yesoua8 auios ysyssepp Up Ip Siomsue ayy YsNOITP 05 ‘sep atp moys 02 dn 1 Supjoy pue 1 suru nok se onpoud yse2 Suppor ‘ssep 2x7 405 ‘suaape ath W024, ‘pxvog axp uo amm>td axp 03 1oNpoud ye ypreUT pu uaisy pmnoys Aaty“stiaspe smo} Seay qT Aoup YeMp SSE 2D IPL. -ASioua Seigqnans sopyupin‘ojduurexd 203 reypureyun aq Aeus eH Axeynqeooa ypeat-osd oy saumoid arp asp) “aamotd ydv9 tt past zaApe stun Aoxp yey sured ut ssnostp 01 ssauuze2| yse pue spre sysey NO} qre dn and uotp suonsassins 29qjor ssostuionpe wey ssani8 Aaup tuep “aape ue wos sowuoD WAT [AL PAEDYSEY BuO Sse amp MOU soynurtu ch “sramsue ay Yat ‘unop put suonsanb axp tpi dn o8 pinoys 22104 sno :uoneuorut nod asnoeag “uous se spin Fupyuy| siiaape atp Buypeos asnoea ipaqusiap aq jI,no4 jasedaud 0) Asea OS “suNoAey ‘nou 808 son 2 nok a onl puETDed ods 390 eawes aun arse soysip nok 6g esjeous BuUaAd nok Spoun MOK ay - JeBunof s12aK oof i,n0,’ SAeP uoquen ju sapqunnn “wearo wBLANOK Ka, CUPS BUIOBY ES9PIUUM S . Z uonelounuoid uo sn904 uo|sueyorduoo 49949 gaino ania ‘eBensuey 3081e} eonponuy2 . 5 Focus on pronunciation 4 Take one advert. Repeat the sentences one at a time. Ask learners to word linking, count the number of words in each sentence. Go through, writing. each sentence on the board, showing how the words are linked and how two or more words can sound like one. Put up gap fill ictations for the rest of the adverts. Use gaps for the linked words and write the words which are unlinked, for example, scrubbing floors? Try __-Clean. Your floors like new! You'll 1 Go through, showing how the words are linked. ‘Check if the class knows why the words link together. Show them three examples: Tired of You'lliook Begmazed If they need help, ask them how the first word ends and the second ‘word starts, There are three answers: Tired of: consonant + vowel You'll look: same consonant Beamazed: vowel + vowel. Show them how when two vowels come together, a/w/ ora /j/ sound is put into link them, for example, puts the GO-w-in dog, be-y- amazed.SSPp 2p 10 suiaape siayy wioy1od ue> sdnos peas aze Aap toy “WOReUOIT pur 3upquy] yim aze> Suppeysroypa8or 1 asn>esd way pue uoneuor! pur spiom paqur| at Wr yreW PINoys Adu, “Yaape Ue ILM, 01 satpa801 320m 0} wwatp 398 pure s}>npoud ploystioy axp jo 20 ddno18 yoe9 ast m0} 10 2011p Jo sdnox8 o1UT Sse/>24p BpLALP AKON (uaddey ye 424 sowsorsno ou 29) ——— 24 70 (aonpoad aya anoge Guyyzauios Kes) aa (aanposd ano 426 04 s2woasn9 219 1:24) 20 jfing/ fu, (suorasenb yam 3246) SS :preoq atp uo Yuonautes} uaapeSUMO]IO} BAUM OT “1240-20104 v Sulop J9\po 94) pur Sunde JUV] 2u0 SLIApE ayp jo souewioyiod v asrisead o1 wotp 198 pur sated ut ssouseay ind G 20108 Jap Jo 1u9UEAOU pzeaussop pur prendn agp mous 07 soumysa8 puey asn oy way 498 ‘syeadou ssej> aup sy "swuaULaye3s atp 40} umop pue‘suoNsand ‘yp jo pus aya e dn s208 22104 mod moy aimisa8 pueye YIM MOUS _B “spiom up Supyuny wervados oy ways 195) Sse 9yR 10} HOApe uO waday 2 —-@BENBUL| G . é uonejounuoid uo sno04Z . 5 Sample lesson 8 Lever Lowerintermediate LANGUAGE Syllables and word stress in adjectives: ‘Twosyllables Threesyllables Four syllables dreadful excellent fantastic incredible awful wonderful amazing astonishing shocking _ terrible ‘Combinations of adjectives with really What ... like? ‘The a/ sound in unstressed syllables ASSUMED KNOWLEDGE Simple past, wh— questions, some adjectives for des bad experiences Resources Jazzchant: What was it like? Awful! What was it like? Dreadful! What wast like? Really bad! What was it like? Horrible! What was it like? Excellent! What wasit like? Sensational! What wast like? Really good! What was it like? Wonderful! What wasit like? Amazing! What wasitlike? Fantastic! What wasitlike? Really good! What wast like? Incredible! What wasitlike? Terrible! What wasitlike? Shocking! What was tlike? Really bad! What wasitlike? Horrible!wo 0s pure ‘ajdoad ayp ‘iayream ayn ‘pacers Kamp 2914 poo} 4p IMOqe yTe1 OF wIAKP YSY “PEM aaeYy Katy AEpHIOY|ISIOm ue as9q auf noge somo yea >} 1 wIoKp ySY Sse MISSEPoyINg Z 2p sea ey yse pu aum>1d 2]quizare way MOyS 204 AepHOY sayy som. oy 9486 pue ammyaxd Keprjoy snoqngey suo sseP ay MOUS T. oBensuey oup asp sanumu cf gaine awit ‘sep ath Jo 1uo¥) 941404 sa1sod v ayeUL 40 1ueYD zze! a4 30 soxdo> ayeyysKeprjoy snoyngey pure ajqusay jo sammioid awesp io pury Norsvuvarya opioysey Kepyou 45.10% svpyjoy as0q pue ys1om Jo spreayse] é . Zz uone!ounuoid uo sno042 . 5 Focus on pronunciation introduce the language Check comprehension 3 Ask questions to individual learners: What was the food like? What ‘was the weather like? etc. Put the adjectives they use on the board. ‘Then add the adjectives listed at the beginning of this lesson. Ask the class which words describe best or worst holidays. [Answers: best: excellent, wonderful, fantastic, amazing; ‘worst: dreadful, awful, terrible, shocking, horrible. Incredible could be in either category.] ‘Go through the first column on the board and ask the class to say how ‘many syllables each word has and where the stress is. Get learners to work in pairs to do the same for the second column of words. A common sound in the unstressed syllables is al. Say the words and get learners to raise their hands when they hear this sound (lsimazing, dreadta/l, excella/nt, unbeliev/a/ble, wond/aifia/, ‘ajstonishing, terrible). ut the following symbols on the board . on. e cO0 Get learners to clap the rhythm of each pattern with aloud clap on. the big squares and a shorter quicker clap on the little squares. Invite learners to come to the board and write the words in each column: dreadful excellent. fantastic —_Ineredible awful terrible amazing — sensational shocking wonderful horrible Get learners to say the words, clapping the rhythm as they say them.nye ang a>eyd Afanoy ‘ajdurexa 203) aamuxturv 20 Xepryoy 21q1130) eprjoy jnyzaptiom v asooYp UD Kat, “pavOg axp UO suoTIsaNb ‘up zamste 0} aay asoo4p pure sarmp>4d xp 18 YOOT 01 SI9UTE9] 195) spqpeaM aaa woo! sem yeuM umoyypeagyésouis pioy Poo yee yur pays ap suonsanb Jo 1205 rey sso]> yp ys¥“spudty) spy) 01 Bupy[ea aze pue Aeprfoy WOIy y>eq WHO asn{ axey Aap vey) sse/> 2yp [2], "PALOG amp UO spseDyseY 2Up [Te ANd “em auures ayn ur sondax xo aupasnoesd 0} uo of ues nog “sodas y apis pu suonsonb amp syse pis uaty,"Sordau oaneou yp 2ni8 01 g apts pu stionsonb ath yse 01 ‘V2pis 195 ‘2|pplut axp uMop Jey UT Sse axp apLALC| “TOK yIEM Peas oF ‘uioyp 298 way "nox yatoa Huope uA axp depp 04 wroUp 128 ed NOK, und ayp Surziseydua ‘sse]> ayn 01 sass94 mn0} 2814 a4p ead J2Isod ‘edn ind 20 saido> yno pueyyssep> amp yim auEYD zzel axp asti2eIA ‘spromayp ano Surddey> sau1e9] 2u0 yim sdnox® fous uy sume ayp weadas we> A94L |OONIA gnoys ue Aatp spuoM xs [Te No Passo. sey Joueay e UayM ‘sued a0ur yim yeadag{ “Ino 11 Ssox9 tre Karp ‘Lia}red aureS aKp YEN POM sey souseay ey] ‘puvog ayy wio4y suudned ssans zn03 242 40 2U0 defo) “azenbs ypeo U1 prom au0 aylum 03 pure pHiB ZX ¢ B MEAP 01 SINE] 19) unuosd uo sn904, egensue] ay; asfConsolidation Focus on pronunciation weather). They should imagine they have just returned from this holiday. They should not tell anyone which pictures they have chosen. ‘When they are ready, put the class into new pairs to role play the conversation between the two friends. When they have finished the conversation, they should guess which pictures their partner chose.