p193 202

p193 202, Speakout upper Resources

[ Pobierz całość w formacie PDF ]
TEACHER’S NOTES
Unit 1
HAPPY FLATMATES
Materials: one Student A and Student B worksheet
Explain that one of the detectives is the ‘good cop’ and does
not want to upset the important and famous director, but the
other is the ‘bad cop’ and doesn’t care. The bad cop will lead
the interview and only ask direct questions. However, in order
not to upset the director, the good cop will rephrase every
direct question the bad cop asks to make an indirect question,
e.g. if the bad cop says
Can we see
your personal emails?
then
good cop will say,
We were wondering if we could see your
personal emails?
The gallery director can also ask questions,
e.g.
How long are you going to close the gallery?
or
Could you
tell me how long you are going to close the gallery?
Distribute
the role cards and give the Ss a few minutes to read them and
prepare. The cops should work together and decide on the
questions they are going to ask. When everyone is ready, the
two cops interview the director. At the end of the activity, the
cops have to say if they think the director is guilty or not.
per pair of students
Ss work in pairs. Give each pair a copy of Student A and
Student B worksheets.They have to share the information on
their worksheet to name the housemates in the picture and
find the two words or phrases that describe each person’s
personality. Student A starts by reading the first piece of
information labelled ‘Start’. Student B listens and looks for any
information that links to it. If they have, they read it to Student
A. For example, when Student A says that Sam is a
geek
, the
link is Student B’s information about a housemate who is
obsessed with computers
. If Student B is unable find a link with
the first piece of information their partner reads, Student A
can try reading out others until they do. The Ss then continue
taking it in turns to read pieces of information. By sharing and
matching what they have, they will gradually be able to fill in
the gaps below the picture.
Encourage the Ss to read clearly and listen carefully to each
other. They must not show each other their worksheets.
Explain that they need to listen for words and phrases with
similar meanings, e.g.
keeps to himself
and
introverted,
and use
logic and their powers of deduction to complete the task.
group
Ss work in groups of four. Give each group a board, enlarged
to A3 if possible, a counter each and a dice. Place the counters
at the
START
. The first student rolls the dice and moves the
number shown. The student then has to talk to their group
about the subject in the square for at least half a minute (the
other Ss should keep time). If the student is successful, they
remain on that square. If not, they go back to where they
were. Explain that Ss are not restricted to using just the tense
form in the question in their answer. On the contrary, they
should use as many different tense forms as they can, e.g. for
Talk about something you’ve just bought.
A possible answer
could begin
I bought a new phone last week. I was walking past
a shop and saw that there was a special offer
. If a student lands
on a FREE QUESTION square they can ask any question to
another member of the group using the past simple or present
perfect, e.g.
What’s the funniest thing you have ever seen?
or
Did
you suck your thumb as a child?
etc. During the activity, monitor
for interesting ideas which students can share with the class
at the end of the activity. Note any errors you hear related to
the two tense forms. You can either elicit corrections for these
at the end or on the spot. The winner is the first student to
reach the finish.
Answer key
1 Lucy – a good laugh, down to earth
2 Sam – a geek, keeps to himself
3 Josh, a people person, out until the early hours
4 Gemma – particular about the washing-up, into theatre
5 Sara – tight-fisted, doesn’t pull her weight
Materials: one set of cards per group
Ss work in groups of three or four. Cut up the cards and
distribute one set per group. Ss put them face down on the
table. The first student picks up a card and reads the text
in bold to the others. They listen and have to answer the
question on the card, either
How do I feel?
or
What’s the
feeling?
The first question requires an adjective as the answer
and the second a noun. The answers are written in bold at
the bottom of the card. The first student to give the correct
answer wins the card. It is then the next student’s turn. This
continues until all the cards have been won. Ss need to be
quick to win the card and the winner is the student with the
most cards.
Materials: two role cards per student
Ss work in pairs. Give all Student As and Student Bs their two
role cards. Start by discussing Ss’ experiences of telephone
customer service and call centres. Focus on whether they
are generally positive or negative and why. Explain that in the
activity Ss will have a chance both to make and to respond to
enquiries. Check the vocabulary
to clone a card, overdraft
and
overdrawn
and give the Ss time to read their role-cards and
prepare what they are going to say. The role play begins with
Student A phoning Student B about a power cut. Before you
start, remind Ss to use the functional language from 1.3 and to
always be polite. Ss continue with the second role play. At the
end, discuss whether the class felt their enquiries were dealt
with politely and effectively.
Materials: one set of role cards per group
Ss work in groups of three.Tell them that five valuable
paintings have been stolen from a famous gallery and two
detectives are going to interview the director of the gallery
about the incident. Organise the students into groups of
three – two are detectives and the third is the gallery director.
193
Materials: one Student A and Student B worksheet
per pair of students
Materials: one copy of the worksheet and a dice per
group
TALK ABOUT …
Materials: one copy of the worksheet and a dice per
HOW DO I FEEL?
Materials: one set of cards per group
HOW CAN I HELP YOU?
Materials: two role cards per student
GOOD COP, BAD COP
Materials: one set of role cards per group
TEACHER’S NOTES
Materials: one worksheet per pair of students
Ss work in pairs. Give each pair a worksheet. They unscramble
the social issues vocabulary and write the word or phrase
in the second column. Still in pairs, students think of three
ideas to help with that particular issue and write them in the
spaces provided (see example on the worksheet). When they
have produced as many ideas as possible, put the pairs into
groups of four or six to exchange ideas and consider which
they consider to be the best and most effective for each issue.
The groups then report their best ideas to the whole class.
Encourage the groups to challenge the ideas presented or to
try to build a consensus about the best ways to deal with the
issues.
Before the students start the activity, give them a few minutes
to prepare their questions. Make sure they understand that
they must not look at each other’s worksheet. At the end,
discuss as a class whether or not energy drinks are dangerous
and whether they should be banned.
NB:
a
salaryman
is an English-sounding word for a Japanese
office worker.
Genki
means healthy and full of energy.
IT’S A PERFECT WORLD
Material: one copy of the worksheet per group of
three students
Ss work in groups of three. Give Students A, B and C their
part of the worksheet. The objective of the activity is to
guess the situation in bold at the bottom of each box from the
clues given and to make a similar present perfect simple or
continuous sentence. Student A begins with the situation in the
first box and reads the first clue about it, e.g.
I feel emotional
and I’m crying
. Student B has the first guess. If they guess
incorrectly, e.g.
You’ve split up with your partner
, Student C has
a guess. If Student C also gets it wrong, e.g.
You’ve lost your
dog
, then Student A reads the second clue
I love the cinema
and they continue taking it in turns to guess until one of them
gets it right. It will then be Student B’s turn to start, with
Student C making the first guess. This continues until all the
sentences in bold have been guessed. Correct guesses win a
point and the winner is the student with the most points at the
end. Encourage students to consider carefully whether to use
present perfect simple or continuous.
Answer key
drought, divorce, homelessness, pollution, domestic
violence, drunkenness and drug abuse, poverty, lack of
drinking water, famine, obesity
Materials: one set of role cards per group
Ss work in groups of four. Tell the students that they are
four councillors (local government politicians) and they
are responsible for governing a small town. The town has
a number of problems and the possible solution to these
problems could be a range of surveillance measures. Pre-
teach/check
microchip
as a verb (micro-chipping dogs involves
implanting a simple microchip in the dog with information
about the dog and its owner). Put Ss into groups of four and
distribute the role cards. They are going to have a meeting
in their group of four to decide which measures, if any, they
will introduce. Give them a few minutes to prepare what they
are going to say and make sure they understand that although
they should express and defend their views energetically, they
should also be prepared to compromise in order to reach
an agreement. At the end of the role-play, ask the groups to
report back to the class about how they are going to deal with
the problems.
per group of four students
Students work in groups of four. Give each group a board,
enlarged to A3 if possible, and four counters. Each student
places their counter in one of the four starting positions
around the board. The aim of the game is to reach the
opposite side of the board. Ss can move one square at time
horizontally, diagonally and vertically, but they can’t move
to a square which is already occupied. Pre-teach/check the
vocabulary
justifiable, myth, victimless crime, terminally ill
and
possibly the phrase
a country gets the government it deserves
(if a government is corrupt and brutal it is because the people
are).
The first student begins by moving their counter one space
onto any one of the issues in the first row. They then have to
give their opinion on the issue and support it with at least two
reasons and an example. The other Ss in the group decide
if they have completed the task successfully, regardless of
whether they agreed with the views stated, and they also have
the opportunity to respond to the first student’s opinion. If
there is a consensus that the first student was successful, the
first student moves to a new square. If not, they remain where
they are. It is then the second student’s turn. Encourage Ss to
use the adjectives and expressions from 2.3. At the end, ask
the class which issues they agreed and disagreed on most and
why.
A BRIEF HISTORY OF ENERGY
DRINKS
Materials: one copy of worksheet A and worksheet B
per pair of students
Ask the class if they drink energy drinks, what brands they
know and whether they think there are any health risks. Then
ask the class when they think energy drinks were first made.
Tell them they are going to find out more about the history of
energy drinks.
Students work in pairs. Give them their worksheet. The object
is to complete the gaps in their text by asking questions in
the passive. For example, Student A asks ‘
What has Irn Bru
never been marketed as?
Student B has the missing information
in their text and gives the answer
‘an energy drink
’. Student
A writes this in the gap and then Student B asks Student A a
question about the next gap. This continues until both Ss have
completed all the missing information.
194
Unit 2
SCRAMBLED ISSUES
Materials: one worksheet per pair of students
Material: one copy of the worksheet per group of
three students
YOU’RE ON CAMERA
Materials: one set of role cards per group
Materials: one copy of the board and a counter each
per group of four students
BIG ISSUES
Materials: one copy of the board and a counter each
Materials: one copy of worksheet A and worksheet B
per pair of students
TEACHER’S NOTES
Unit 3
CARLO’S CAR
Material: one copy of worksheet A and worksheet B
AM I GETTING USED TO IT?
Materials: one copy of worksheets A, B and C per
group of three students.
Organise the students into three groups: one group of Student
As, one of Student Bs and one of Student Cs. Give each
individual student a worksheet, making sure that the answer
section is folded over so students cannot see the answers. In
the first stage of the activity, Ss work together in their groups
and read the situations then complete the gaps with the
correct form of
used
to, would, be
or
get used to
. Tell students
that the first two lines need a
used to
or
would
answer, but the
third line needs a form of
be/get used to
. When students have
completed the gaps, they unfold the answers and check them
in their groups. Answer any questions that arise.
For the second stage of the activity, put the Ss into A, B, C
groups of three. They take it in turns to read out the three
sentences that they completed and the other two students
have to guess the situation. Correct guesses win point and the
winner is the student with the most points at the end.
Material: one copy of worksheet A and worksheet B
per pair of students
per pair of students
Ss work in pairs. Give them their worksheets. The objective
of the activity is to put the ten sentences of the story into
the correct order by reading them out to each other. Before
you start, pre-teach
ultimatum.
Student A begins by reading
to Student B what they think is the first line of the story (D).
It is then up to Student B to find and read the second line of
the story. Students take it in turns to find the lines of the story
until they reach the end. Ss must not look at each other’s
worksheets, instead they need to listen carefully and ask each
other to repeat anything which is not clear. When Ss have
reached the end of the story, tell them to fold over the text of
their worksheets and look at the pictures together. They then
retell the story taking it in turns.
Answer key
1 D 2 G 3 B 4 J 5 E 6 F 7 A 8 H 9 C 10 I
QUESTIONS OF THE FUTURE
Materials: one copy of the board and a dice per group,
a counter per student
Students work in groups of four. Give them a board, enlarged
to A3 if possible, a dice and counters (small objects such as
coins can be used as counters). Students take it in turns to roll
the dice and move around the board. They have to answer the
questions in the squares they land on. If a student successfully
answers a question according to the other students, they stay
on that square. If they do not, they need to go back to the
square they were on before. All the questions use future forms
and the answers should usually use the same future form as the
questions. However, there are some cases in which a different
future form might also be acceptable e.g. The answer to
Might
you live in another county one day?
could be
Definitely, I’m moving
to Spain next year.
Encourage students to give details with their
answers and for the other students to ask supplementary
questions. The winner is the first student to reach the finish.
TREASURE HUNT
Materials: one set of role cards and one map per
Materials: one set of role cards and one map per
group
group
Tell the Ss that you have a treasure map and they are going
to take part in a treasure hunt and race to find the treasure.
Organise the Ss into groups of four. Give each group a set of
role cards and a treasure map, enlarged to A3 size if possible.
On their role cards, Ss have pieces of information giving
directions to the treasure. They have to read these to each
other and decide on the correct order so they can find the
treasure. There are often links between the directions and
they form a logical sequence, so students must listen carefully
to each other. They also need to look closely at the map itself
at all times, as it shows important places and things referred to
on the cards. Student A starts and reads the first card (A2) to
the group, whilst the other students look at the map and their
cards for links. Student C follows with (C3), the link being that
Porto Nico is a big town and has an airport (and there are also
no mountains to the west of Jackson Bay). No student has
two consecutive cards in the sequence and Ss should agree
as a group before following a direction. The directions will
take them across the island to the place where the treasure is
buried. The first group to mark the location of the treasure
with an X on the map is the winner.
Materials: one worksheet per group of four students
Ss work in groups of four. Their task is to invent a new
sport or game incorporating at least four of the items on
the worksheet. Distribute the worksheets and check the
pronunciation of any unfamiliar items in the pictures:
flippers,
swing, slide, cannon, spear, pram, mallet, power-wash/hose
, etc.
Ss brainstorm ideas in their groups and make notes about
their decisions. They should make sure they include the name
and aim of the new sport, the equipment used, the rules
and procedures the players have to follow and any other
important points.
When all the groups have finished developing their idea, they
take it in turns to present it to the class. At the end of the
presentations, Ss vote on which sport or game they like best
and which one will be used in the programme. Encourage Ss
to use the functional language in 3.3 when presenting their idea
to the other groups, and to use mirror questions if they are
unsure about anything they hear when they are listening to a
presentation.
Answer key
1 SA2 2 SC3 3 SB1 4 SD2 5 SA3 6 SD3 7 SC2
8 SB3 9 SC1 10 SB2 11 SA1 12 SD1
The treasure is on the island with two palm trees in the
extreme west.
195
Materials: one copy of worksheets A, B and C per
group of three students.
Materials: one copy of the board and a dice per group,
a counter per student
THE NEW FOOTBALL
Materials: one worksheet per group of four students
TEACHER’S NOTES
Unit 4
WHAT’S MY SAYING?
Materials: one worksheet per pair of students and
PAST CONSEQUENCES
Materials: one copy of the worksheet per student or
pair of students
Tell Ss they are going to write a story with the title
A day to
forget, a night to remember
using narrative tenses, but they are
going to get some help. Ss can work in pairs or alone and are
given a worksheet. Ask the Ss to read and complete the first
stage of the story only, using the question on the right to guide
them. They should then fold over what they have written and
pass the story to the next student or pair who fill in the next
stage. This continues until the story is finished. Monitor closely
to make sure Ss are looking at the questions and give ideas
where necessary. It is important to ensure that there isn’t too
much waiting. When Ss have filled in the last section of their
story they can unfold it and read it. Ss must not look at what
other Ss have written until then. Ss should decide which story
is the funniest, most implausible etc. Look at any incorrect
uses of the narrative tenses or issues about which ones to use.
Materials: one worksheet per pair of students and
two pictures from the worksheet per individual
student
Students work in pairs. Distribute one worksheet per pair of
students and ask them to look at the pictures and to try to
remember the sayings. After you have checked the answers,
give the Ss two pictures each, which they must not show to
anyone, and ask them to prepare short stories or anecdotes
based on the sayings in their pictures. Explain that they are
going to a party where they will mingle and be able to tell their
anecdotes. At the end of each story/anecdote, the student
listening has to respond to the storyteller using the correct
saying in a natural, conversational way, e.g.
Student A:
I went to Spain to last year, it’s very different from
my country – lots of things like the food and the weather but
especially the time people eat. They eat very late, about 11p.m.
This was very difficult for me. I usually eat around 6.00p.m., but I
changed and started eating much later.
Student B:
Ah yes that’s good. When in Rome do as the Romans
do!
Student A shouldn’t tell B whether or not they have guessed
correctly but should listen, in turn, to B’s anecdote and try to
respond naturally with the correct saying. Since all the students
have two anecdotes to tell, they should then exchange second
anecdotes with a different partner. At the end of the activity,
students try to guess which saying they thought the other
students were given.
one counter per student
Ss in work in groups of four. Each group has a board, enlarged
to A3 if possible, a dice and a counter for each student. Ss
take it turns to throw the dice and move around the board,
using the cues in the boxes to express regrets and wishes,
e.g. for the first box,
You missed the train and can’t get home,
the student could say
I wish I’d got to the station earlier
(a
regret about the past/past wish) or
I wish I was at home now
(a wish for the present). In most cases, the cue in the box
relates clearly to either a past or present situation but in some
cases both past and present wishes and regrets can be used
(as above). Ss have the opportunity to talk about their own
regrets when they land on a ‘real regret you have’ box. The
other Ss should ask additional questions, for example,
Why do
you regret doing that?
The winner is the first student to reach
the end of the spiral.
Answers:
1 Every cloud has a silver lining. 2 When in Rome do as
the Romans do. 3 What goes around comes around.
4 Where there’s life there’s hope. 5 Where there’s smoke
there’s fire. 6 Nothing ventured nothing gained.
7 Once bitten twice shy. 8 Let’s cross that bridge when we
come to it.
LITERARY CRITICS
Materials: one copy of the worksheet and one set of
CHANGE IT!
Materials: one copy of the board and verb list and one
Materials: one copy of the worksheet and one set of
role cards per group
role cards per group
Tell Ss that they are a group of important literary critics who
give an annual prize of $50,000 to the best new novel. They
have read and made notes on the four shortlisted books and
they are now going to meet to decide which book should win
the prize. Organise the students into groups of four and give
each individual the blurbs to read and one of the four role
cards. Give Ss about seven minutes to understand the plots
and their opinions about the books. Teach/check
twist at the
end, torture, far-fetched
and any other items that you think they
might find challenging.
Ss then have the discussion and tell each
other their opinions about the books. They should generally
follow the opinion on their role card, so if it is negative they
can’t change it to positive. Encourage them to invent further
details about the characters and scenes to make their opinions
more believable. They should use
What I liked/didn’t like was
…
or
It was the … that I liked/didn’t like
to talk in detail about
their ideas and opinions.
Each group should
decide which book
they are going to award the prize to. At the end, the different
groups share their ideas and decide on one overall winner.
Materials: one copy of the board and verb list and one
answer sheet per group
answer sheet per group
Ss work in teams of three or five. One student has the answer
sheet and acts as the referee whilst the other students play
against each other using an enlarged A3 board. The competing
teams take it in turns to choose a square on the board and
try to reformulate the sentences using the phrasal verbs in the
column on the left. If they correctly reformulate the phrase,
they win that square and should initial it clearly and cross out
the phrasal verb. It is then the other team’s turn. If Ss don’t
correctly reformulate the sentence, the referee must not say
what the correct answer is so both teams still have a chance
to win it.
The objective of the activity is to make a line of four squares.
These can be horizontal, diagonal, or vertical. The winning
team is the first team to get four squares. The opposing teams
must try to block each other.
196
Materials: one copy of the worksheet per student or
pair of students
two pictures from the worksheet per individual
student
Materials: one copy of the board and a dice per group,
one counter per student
SPIRALLING REGRET
Materials: one copy of the board and a dice per group,
TEACHER’S NOTES
Unit 5
COMPOUND SNAP
Materials: one set of cards and set of answers per
Answers
1 the United Kingdom 2 a handlebar 3 the driver’s knees
4 The C5’s 5 a driving licence 6 the media 7 the 1980s
8 serious concerns 9 low to the ground 10 cold weather
11 the motor 12 long hills 13 gentle slopes 14 millions
15 the company 16 a spectacular
group
Ss work in small teams. Two teams compete against each
other and one student is the referee. The teams have one set
of cut up cards and the referee has the answers. Half the cards
are compound nouns and the other half are gapped sentences
that can be completed with the nouns. Ss shuffle all the cards
together and distribute them equally between the two teams,
so that each player has one set of cards face down in front of
them. The referee has the answer card. A player from each
team turns over one of their cards at the same time and places
it face up on the table in a pile in front of them. When there is
a matching compound noun and sentence card Ss shout
Snap!
and say the complete sentence. The referee verifies whether
the answer is correct. If it is, the student wins the cards. If
the student is wrong, the students carry on turning over their
cards until they run out, when they shuffle them and start
again. The winner is the student with the most pairs at the
end.
Materials: one set of cards per group
Ss work in groups of three or four. Give out one set of cut up
cards per group. Check/pre-teach
shop around, sponsor
and
endorse
. Deal out the cards. Each player has the same number
of cards which they put face-up on the table in front of them.
The cards contain different halves of conditional sentences.
To begin, the first player puts one of their cards in the middle
of the table. The next student has to add a card to make a
correct conditional sentence. They can add to the beginning or
the end of the sentence. If a student is unable to put down a
correct card, it’s the next player’s turn. The winner is the first
student to get rid of all their cards. When all the cards have
been used, check that all the sentences are correct. Then ask
the Ss to discuss the sentences and say whether or not they
are true for them and/or if they agree or disagree with what
they say.
TALKING ADVERTISING
Materials: one crossword A and crossword B per pair
of students
Ss work in pairs. Student A’s crossword has words going
across and is missing the words going down and Student B’s
crossword has words going down, but is missing the words
going across. Ss have to complete their crosswords by asking
for definitions of their missing words from the other student.
They must not look each other’s crossword grids. Student A
starts and asks for a word, e.g.
What’s one down?
Student B
describes the word but must not say it. They might say:
These
are things we buy. They have names we all know. Some famous
ones are Coca Cola or Armani.
Student B keeps on describing
until Student A guesses the word. If a student can’t remember
a word, they can move on and come back to it later. Ss take it
in turns to ask for and give definitions until their crossword is
complete.
CAMPAIGN COMPETITION
Materials: one copy of the worksheet per group
Materials: one copy of the worksheet per group
Explain that the Ss are advertising executives and they are
going to plan the launch campaign for a new energy drink.
Ss work in groups of three and four and spend a few minutes
reading the information on the worksheet. Check/pre-teach
key vocabulary items, such as
sponsorship, endorsement,
billboard, slogan, logo
and
prime-time.
Ss discuss their ideas and
put together their campaign. Remind them to make notes
about their decisions to help them with the presentation later.
Encourage Ss to use the functional language from 5.3 when
putting forward their ideas and making suggestions and to
express reservations about ideas. Monitor and help them with
any language they need. When the campaigns are ready,
Ss present them to the rest of the class and they vote on
which one is the best.
AHEAD OF ITS TIME
Materials: one copy of the text per group of four
students
Show Ss a picture of a C5 and tell them it was a real product.
Ask them to guess what it is, how it worked (a battery-
operated electric tricycle) and whether it was successful or
not. Distribute the texts and check/pre-teach
pedal, handlebar,
steer
and
tricycle
. Ask Ss to read the text quickly to check
their predictions. Organise the students into groups of four
with two students on each team. The teams take it in turns
to identify the article mistake on each line. The first team has
the first guess on line one. If they are correct, they win that
line and can initial the box on the right. If they are wrong, the
second team can guess and try to win it. The teams take it in
turns until the mistake is identified and the line is won.
The second team then has the first guess with the second line.
At the end, the winner is the team with the most lines.
197
Materials: one set of cards and set of answers per
group
CONDITIONAL DOMINOES
Materials: one set of cards per group
Materials: one crossword A and crossword B per pair
of students
Materials: one copy of the text per group of four
students
[ Pobierz całość w formacie PDF ]

zanotowane.pl

doc.pisz.pl

pdf.pisz.pl

anio102.xlx.pl