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1A  Speaking
Description Lesson link Time Extra material Students practise asking questions for more information Use this activity after 3a, page 5 10–15 minutes None



ENGLISH FILE
Upper-intermediate

New

Instructions
a Write on the board your answers to five of the 24 questions in the Q&A questionnaires, e.g. Losing a balloon when I was two years old. Freshly ground coffee.Reading in the sun. Locking myself out of my flat. My piano. b Give SS a time limit of three minutes to work out in pairs which questions in the questionnaires these are the answers to. Answers What’s your earliest memory? What’s your favourite smell? What’s your idea of perfect happiness? What has been your most embarrassing moment? What’s your most treasured possession? c Check their ideas,and get SS to ask you as many questions as they can about each answer. d Then get SS to do exercise 3b. Encourage them to ask extra questions and get to know each other better.

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1B  Pronunciation
Description Lesson link Time Extra material Students categorize personality adjectives according to theirstress patterns Use this activity after 3c, page 9 10 minutes Print out and photocopy the Word stress patterns worksheet for each student



ENGLISH FILE
Upper-intermediate

New

Instructions
a Draw the table from the worksheet on the board, or use an overhead transparency or PowerPoint slide. Ask the class How many syllables does ‘creative’ have? Elicit three. Ask students whichstress category creative fits into. Ask SS to repeat the word with the correct stress. b Remind SS that word stress is vital – incorrect word stress can make a word very difficult to understand. c Give each student a copy of the worksheet. Tell them to work individually to categorize the words. Encourage them to say the words out loud. d Divide SS into pairs and ask them to compare theiranswers. e Check the answers with the class. Ask SS to repeat any words that they are having difficulty with. f Explain that writing down words and phrases with their stress patterns can assist memory as well as helping to improve pronunciation. Answers

• •
assertive creative impatient possessive ambitious eccentric impulsive

• ••
considerate unsociable reliable

•• •
unambitiousconscientious open-minded easy-going pessimistic

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1B  Pronunciation
Word stress patterns
creative unambitious conscientious
• •



ENGLISH FILE
Upper-intermediate

New

assertive unsociable reliable
• ••

considerate possessive eccentric

impatient ambitious open-minded
•• •easy-going pessimistic impulsive

Word stress patterns
creative unambitious conscientious
• •

assertive unsociable reliable
• ••

considerate possessive eccentric

impatient ambitious open-minded
•• •

easy-going pessimistic impulsive

Photocopiable © Oxford University Press 2008

www.oup.com/elt/englishfile

1C  Grammar
Description Lesson link Time Extramaterial Students share their ideas about stress Use this activity before 6a, page 15 15 minutes Print out and photocopy the Stress questions worksheet for each student



ENGLISH FILE
Upper-intermediate

New

Instructions
a Hand out a copy of the worksheet to each student. The aim of the worksheet is to get SS thinking about stress before doing the reading in the Student’s Book. bYou could manage this activity in different ways. One possibility would be to ask students to answer the questions individually, then to compare in pairs, then in groups of four, then in groups of eight, etc. – a kind of pyramid discussion. Alternatively SS could answer the questions in pairs or small groups. c Compare answers in open class before moving on to 6a.

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