25
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,.. , 3 g I I
09 SBP 146
Go through the sentences with the class. Play the recording. Students listen and mark the sentences true ar false.
.I
Anecdote
(p 20)
(See the Introduction on page 4 for more ideas on how to set up, monitor and repeat 'anecdotes'.) Pairwork. Go through the instructions and the questions with the class. Give students time to decide who they are going to talk about and what they are going to say. They then take turns to tell a partner about their couple. Encourage the listening partner to ask questions to elicit further information at the end.
up
(p 21)
Adj ective structu res 1 Students write three sentences,
using ideas from the table on a piece of paper. If you like, you can encourage them to use the structures in the Hrst three columns but provide sentence endings of their own. They should not write their names on the paper.
2
3
4 Students work individually to com plete the sentences.
Collect the folded pieces of paper and shuffle them. Give a piece to each student. Students then mingle around the room trying to find the student who wrote the sentence on their piece of paper. They do this by asking questions following the question structure outlined in the book. As soon as they have found the correct person, they should sit down. Students work individually to see how much they know about adjective + preposition structures. When they have finished, you can direct them to the Language reference section if they need more information about these structures.
Then play the recording again for them to check their answers.
4
Pairwork. Students take turns to ask and answer the questions in 3.
e
I n (p22)
Register 1 Establish lexis
(p 20)
Students work individually to replace the underlined words with verbs from the box. Allow them to compare answers with a partner before checking with the class. Students then discuss the statements in pairs, saying whether ar not they are true for them.
that the two conversations are similar in that both involve people arriving at someone else's home. Ask students what the relationships are between the people arriving and the people whose home it is. Ask how well they know each other. (In Conversation 1, the two people are friends - boyfriend and girlfriend. In Conversation 2, Andy is arriving at his girlfriends parents' house and he hasn't met them before. Sarah is visiting her parents.) Get
Family
25
09 SBP 146
Go through the sentences with the class. Play the recording. Students listen and mark the sentences true ar false.
.I
Anecdote
(p 20)
(See the Introduction on page 4 for more ideas on how to set up, monitor and repeat 'anecdotes'.) Pairwork. Go through the instructions and the questions with the class. Give students time to decide who they are going to talk about and what they are going to say. They then take turns to tell a partner about their couple. Encourage the listening partner to ask questions to elicit further information at the end.
up
(p 21)
Adj ective structu res 1 Students write three sentences,
using ideas from the table on a piece of paper. If you like, you can encourage them to use the structures in the Hrst three columns but provide sentence endings of their own. They should not write their names on the paper.
2
3
4 Students work individually to com plete the sentences.
Collect the folded pieces of paper and shuffle them. Give a piece to each student. Students then mingle around the room trying to find the student who wrote the sentence on their piece of paper. They do this by asking questions following the question structure outlined in the book. As soon as they have found the correct person, they should sit down. Students work individually to see how much they know about adjective + preposition structures. When they have finished, you can direct them to the Language reference section if they need more information about these structures.
Then play the recording again for them to check their answers.
4
Pairwork. Students take turns to ask and answer the questions in 3.
e
I n (p22)
Register 1 Establish lexis
(p 20)
Students work individually to replace the underlined words with verbs from the box. Allow them to compare answers with a partner before checking with the class. Students then discuss the statements in pairs, saying whether ar not they are true for them.
that the two conversations are similar in that both involve people arriving at someone else's home. Ask students what the relationships are between the people arriving and the people whose home it is. Ask how well they know each other. (In Conversation 1, the two people are friends - boyfriend and girlfriend. In Conversation 2, Andy is arriving at his girlfriends parents' house and he hasn't met them before. Sarah is visiting her parents.) Get
Family
25
