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Unit 1 Enflisf File

The document outlines various aspects of communication, including vocabulary related to expressing feelings and the use of gradable and extreme adjectives. It emphasizes the importance of understanding different communication styles across generations and provides activities for practicing speaking, listening, and grammar skills. Additionally, it includes optional lead-in activities to engage students in discussions about language learning and communication methods.

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25 views13 pages

Unit 1 Enflisf File

The document outlines various aspects of communication, including vocabulary related to expressing feelings and the use of gradable and extreme adjectives. It emphasizes the importance of understanding different communication styles across generations and provides activities for practicing speaking, listening, and grammar skills. Additionally, it includes optional lead-in activities to engage students in discussions about language learning and communication methods.

Uploaded by

anaward205
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Ste) ea) Ree Ese ce ce Oe ee ees Cera ec talk about different forms of communication ec ad pees Ree eer eae es Ree @ GRAMMAR © Subject and object questions: 1 Present simple and present continuous “® VOCABULARY + Communication: argue, compiain, encourage, express feelings, face to foce, give a presentation, give opinions, greet, insist, interview, keepin touch, persuade, speckin public, tell joke «= Gradable and extreme adjectives: wu, bolling,biliant, confident, delicious, enormous, eshousted, fantastic, filthy, ‘reezin, furious, important, impossible, miserable, tiny, useful useless ‘= Wordpower: be yourself, do it yourself, enjoy yourself, help yourself (to something), hurt yourself, look oft ‘yourself, make yourselfat home, tek to yourself, each yourself, tell yourself (something) (® PRONUNCIATION = Sound and spelling: if and /:/ 1 Sentence stress: gradable and extreme adjectives, * Word groups ‘© COMMUNICATION SKILLS 1 Talking about diferent forms of communication * Describing experiences inthe present ‘= Using appropriate phrases for giving and responding to opinions 1 Using me too/me nether Wiring a guide GETTING STARTED OPTIONAL LEAD-IN Books closed, Put students into pars or small groups. Ask them to tell each other about ive diferent people they have talked to today and what they talked about. Give an example cofyour own, e.g. phoned a friend and we talked about going ut this evening. I talked toa man in the petrol stotion about the cost of petro, Take feedback a a class. Fappropriate, the class canvote on whe the mst talkative studentin the classis 3 CW Ask students to ook atthe photo andthe tte of the unit, Talk Give them one minute to think about their answers to questions 1-3. Divide the clas into small groups and ak them f talk aboxt the photo. You ‘ay wish to ask additional questions, eg, How old do Sou thik the By is? 20 UNIT1 Talk Monitor and help as necessary. You may wish to teach vocabulary items that students need to discuss the photo, e.g, express yourself (communicate your feelings and opinions clearly), gesture (move the body especially the hands and the head ~ to communicate something) and facial expression (the movement of the face to communicate feelings). & CULTURE NoTE ‘The photo was taken at a school in Addis Ababa, Ethopia, b CW students discuss the questions in pairs. Take feedback as a class and ask students whether they and their partner have similar or very diferent answer. Q exrraactvity In pairs or small groups, students talk about how much they talked at school when they were children, e.g. you could ask them how much they talked or listened) tothe teacher, and how much they were allowed t talk to their classmates. ‘Then, ask students to discuss how much they expect to talkin their English classes now. Do they expect to practise talking lot with other students, or do they expect to talk mostly to the teacher? Take feedback asa class ané collate ideas on the board. OPTIONAL LEAD-IN Books closed, Write the word COMMUNICATION on the board in larg letters. Then tothe left ot, write with words and to the right, without words Put students into small groups and give them two minutes to think o different ways of communicating that you could categorise as being with or without words. You may wish to give some ideas to help them start (th chat, shout, whisper; without: clap, wave, smile, point). Take feedback a a class and collate their ideas on the board Students then work in pairs to discuss when and why people use these diferent ways of communicating. EXVOCABULARY Communication 4 2B Inpaits, students look at the photos and discuss the ‘questions. Gheck the answers to question 1 by using the photos to elicit as many of the communication phrases inthe box as porible. Nominate a fev stdents to tll the class how their partner answered questions 2 and 3. Suggested answers b Gi Pronunciation Tell students to focus in particular ‘onthe underlined vowels. Check the first word, feelings, together as an example. Play the recording, Students then checkin pairs. Take feedback asa lass. Answers ¢ @HE Play the recording again for students to listen and repeat. dD CREM students complete the exercises in Vocabulary Focus 14 on $8 p-152. Play the recording for students to check ther answers to Exercises a and ‘b, and do Exercise ¢ as a class. Monitor Exercise d. Tell students to go back to SB p.8. Answers (Vocabulary Focus 14 88.152) 5 ’ © Suggested answers Pea aR eee er Pee ECE SCE Ts Cees eat generations communicate with each other + ask subject and object questions correctly See en eet seen era oe ee ee eet ar eed eee ties tgs Senrceesoey Q exraacrvity heck understanding ofthe vocabuley by saying the allowing sentences and asking the cast ay which vtbe can deeb. Use intonation and gestures to help students guess. ‘mrealynot hapoy about ths. in very good! (= complain Comeon. Everyone saysitsa great fm. be realy good! (persuade) ‘No dd't! That's rbbich You sould get your facts straight (argue) Wi howare you? nce see you! Come on! Keep going! You're doing really wel! (encourage) GRREADING 2 (2B Elicit the meaning of the word generation (all the people of about the same age within a society or 4 particular family), Tell students to look quickly at the article and pitures on p9. Ask: Whats the ace about? (the diferent communication styles of people fom diferent generations). Give students five minutes to read the article and answer the questions individually. Pt stadents into small groups to discus thei answers. Take feedback asa cass. b students read the article again and match the quotes with the generations. Check answers asa class Encourage students to justify their answers with explanations from the article | Answers, ¢ C2 students discuss the question in pairs or small groups. Take feedback as class ENGRAMMAR subject and object questions Individually, students underline the correct words. Cheek answers as a class, | Answers b Inpairs, students answer the questions. Check answers asa class. Anowers UNIT1 Talk 21 © carer Students often make mistakes with tenses in questions, Are yourtiving #2 (Correct form = Do you like it}, Se-yourhoves ‘good-time? (Correct form = Are you having ...), Have/tellyou? (Correct form = Hove | told...) and Bide possed? (Correct form = id he pass.) Students are also likely to forget to use do in present simple questions with why, e.g. Why wenced computers? (Correct form= Why do we need...) and have problems using id= _verb in past simple questions, e.g. Howheknewmy-emeait- adress? (Correct form= How did he know...) Other typical errors include confusing how and whot, eg Howwos the weather tke? (Correct form = What was the weather ike?) and forgetting to use a question mark ¢ DB @HEEM students read the information in Grammar Focus 1A on $B p.132. Play the recording where indicated and ask student to listen and repeat. Students then complete the exercises. Check answers as a class, ‘making sure students use the correct question forms. Tell students to go back to ps. Answers (Grammar Focus 1 88 p.133) Whose boak dd yo. 4 What ateyou Woy 5 Who has eater my cake! b 1 Whar tment yo 3 Wha are you listening ta 4 Which speaker gave the best presentation 5 Whayour new fend ka? / How's your naw 2 What damaged the oof? Whatdld the Ne dams 3 Whos afraid of spiders? Whats Joanna aad of 4 Who tld them joke about elephants? What dd his brother tellhem a Joke about ‘Write the following sentences on the board, one by one, to licit the correct question forms. Don't putall the questions ‘on the board at once or students may look ahead to the next ‘sentence rather than focus on whatyou're asking 11 gave David a book for his birthday. 2 My sister helped an old lady on the bus. -3-Mydad lent me hs car this morning. 4 The teacher gave Anna some extra homework, Point toa different word in each sentence to elicit the correct ‘question, e.g. gave David a book for his birthday. (Point to'I” to elicit the question: Who gave David a book fr his birehday? ‘Then point to“book ‘to elicit: What did you give David for his birthday?) ‘You may wish to extend this by asking students to individually write similar sentences and then, in pairs, elicit ‘the questions from their partners, 22 UNIT1 Talk www frenglish.ru Individually students write the questions. Ask different students to read out the completed questions. Answers 1 Who phoned youyeste 2 Wha didyouemal yesterday? 3. What do youand your ends talk about 4 What makes you and your fends laugh 5 hich ofyour lands do you see everyday 5 Which ofyour lends knows you best © QW Read the example withthe clas. Point ont that asking follow-up questions is useful and helps people ‘communicate better. Students do the activity in pairs. ‘When everyone has finished, ask pairs of students across the classroom to ask each other some of the questions. EALISTENING a 2B Say the example opinion in the speech bubble. Ask: Do you agree? Have you noticed this happening? Elicit more problems and discuss them as a class. b @iiM Play the recording for students to tick the things the speaker mentions Answers 1357 ‘Anudioseript Four generations ~and theyll peter communicating in aferent nays. ‘There ate surato be msundarstandings and other problems, right Wel, theredon'thavetoba (ok, $oF'ma Milennial -1 was bern In 2980 -and sobaing abla to connect wth paope realy important tama. rmconstanty tying leain raw and change. nd forme faston-sreen communication Isthebest may to do this. love the way that theintenet puts yu In touch with allkindsofpeaple you wouldnt meetin everday Ie, ‘Generation x onthe otherhand, uses communication to bul relationships and develop Ideas. This sounds prety good, but they expres the feelings and opnfors dec, and arent afiadto say or raw they Fal My bass Generation, ashe df hasan foplrion on eveything! ‘nd, of couse at home! spend thne wth aby Boomers and veterans My dad ea typical Baby Boomer. They rave alotin common with Generation X- they can bequltedtect abcut what they think | don't always agree with his opinions, but do appreciate is hanesty-usualy And Baby Boomers definitely prefer Face-to-face commurication. My dad’ really not very eoodwith eral, socal rnetworkIngor anythinglke that My grandparents are nthe genaraton called Veterans For ther, commuricaton's something that keeps people together end trations lve Bath Veterans and Baty locmer take ime total things over ‘hat matterto ther Job or family, but ate not that nterestedn chatting about personal goals and development. Understanding these lferent communication sess relly Important {orimproving aur elatonships both at workand athame. 5a, for example, one realty big ifeencebetween us Mllernals anc ‘heather three generators Is that we expect peopiato tellus —gonty haw we'tedetng So! ust get bit annoyed wtth my boss fo rot ting me enough feedback about how hing are going at work ‘Butthen Iralzed that other generations dan't necessary notice tis diflerene, so eamt not be upset older people cl’ pratzeme al ‘hetime,and| ale leamttoaek for hap if needed ‘Similarly, some ofus Milena id it dificult when pacpecceeus or dsagree with us. Genaration and Baby Boomers wl tal you clearly Ifthey dontlke serething. Don't taket personaly although that's ‘often easier sald than dane! (on apratical leva, Itcanhalp to use diferent communication styles vith ferent generations Pick up thephone, wie sal, ancmake ‘tmefor face te-face corweraton, When you do, pay atteiton to your vrtingstyle Yourmight think aninfermal hye s fend, button ‘older parson Iecan sear da Fal understand that communicatfonaferences across generations do est So talk about tham —with people ofall ages This can open the door to ther conversations. You can lea alotby hearing oder peoples experiences, ardntuin you might beable to tech them ‘bout Ife nthe modern wor ¢ QR Play the recording again for students to listen and Answer the questions. They compare answers in pairs. Check answers as a clas, da Give students time to read the list and think about their answers. Put them into small groups to talk about their ideas. Take feedback at the end of the activity by ‘asking different students: Who in your group is good at talking to older people? Who in your group finds it difficult to listen when people criticise them? SPEAKING Give students time to tick the things they've done and make notes, 'b Put student to pairs. Tell them to swap books and look atthe experiences their partner has ticked, Give them about Five mintes to write questions about these ‘experiences. Monitor and help as necessary, making sure. the questions are correctly formed, ¢ QB snuents work in pairs and discuss their experiences. As you monitor, note down examples ‘of correct and incorrect use of question forms and communication voeabulary. You can use your notes for feedback at the end of the lesson or at the beginning of the next leson, At the end of the activity, ask Did you ‘mostly agree or disagree with each other? Whose statements created the most discussion? Q FAST FINISHERS Ask fast finishers to imagine they have done one ofthe things they didnot tick and to tell thelr partner about this experience. Ask for examples ofthese during feedback Workbook 1a | Photocopnble acts: Grammar p10, Vocabulary P65, Pronunciation p173andpl74 www frenglish.ru UNIT1 Talk 23 TS ear e) Lm ee at 1B @ OPTIONAL LEAD.IN Books closed, Putstudents into three groups: A, Band C Write these three questions on the board, one for each group. A How did people learna new language 75 years ogo without ‘modern technology? 2 What technology do peopleuse to lear languages today? € What new technology do you think wil help people learn fonguagesin the future? Make sure students can pronounce language lena) and languages /lanngwid2/ coreetly Give studentsa few minutes to answer their question, then ask each group to share thelr ideas with the rest of the class. Encourage students to listen and add to each other's answers. EXSPEAKING 2 CW Tal stents to ook atthe group of words on the Fight. Explain that they areal ways of ying hello” in diferent languages Ask Can you see your lange here? Wich langunges do you recognise? (Stans may recognise Guten Tag Geminn, Slt French, Bonjour! french Halo Afikaans/German, emi ~ alban Ahoj ~ Czech/Slovak, BiTao ~ Ukrainian, Gé8an dag: {eelandie Ho Prisan, Sad ~ Breton Bondi tan) In pais, students discuss the questions. Find out whieh foreign languages are spoken, and how well. Give students a few minutes to complete the sentence. Monitor, giving help where necessary. ¢ Winall groups, students compare ideas. Ask: Were ‘your ideas about language learning snilaror very different? “Encourage the groups to give reasons fr their answer. dC Tell students that photos a-d show people using or learning a foreign language. Ask: What can you see in each photo? (a someone using a foreign language ina market abroad, b a grammar book, c a language- learning app, da language classroom). In pairs, students discuss the questions. Check their pronunciation of cadvantage(s) /ad'varntzd3(sz)/ and disadvantage(s) ‘[disad'vazntrd3(1z)/. Nominate a few pairs to tell the class their answers. TAREADING Books closed, Write the following question on the boar Gan you really ear a language in 22 hours? Ask: What do ‘you think? Is it possible? How? Tell students to look at the Picture in the article on SB p.12. Ask: What can you see? Whar’ the connection with language learning? Give students two minutes to scan the article and answer the comprehension questions. Explain that they will read the article again more carefully later on, Stuclents ‘compare their answers in pairs. Check answers as a class, Answers 24 UNIT1 Talk ae ee eRe ea eee ts Cee te tse Reet Senter Peery & CuTurE NoTES Memrise.com isan online teatning tool where people can learn many different languages. t combines scentificideas about learning and memory with gamesike elements. Lingala fs one ofthe main languages spoken inthe Democratic Republic of Congo and the Republic of Congo. Ithas borrowed alot of words from French, especialy vocabulary connected with selence and technology. b Give students a few minutes to read the article again and answer the multiple-choice questions. Students compare answers in pairs. Check answers as a class. Refer back to the picture in the article. Were students! guesses about it correct? (It’s a ‘mem’ ~ a picture to help someone who's learning Lingala to remember the word motel for ‘engine’ by associating an engine with the ‘word motel) € Individually, students match the words in bold in the article with their meanings. Encourage them to look at the context (the words around the vocabulary items in bold) to help them understand the meaning, They then compare answers in pairs. Check answers as a class. Answers dW students discuss the question in small groups, Take feedback as a class Q exTRAACTIMITY Summarise the advantages and disadvantages of the app. + advantages: it’ fun; t's motivating because you want to get to the next level you only have to doa bitevery day and you make progress disadvantages: it only teaches vocabulary; for some people, the process of using andjor creating mems would take too much time and be more confusing than just associating the word with its translation Refer back tothe title ofthe article. Ask: Has the writer learnt ‘language in22 hours? (He has learnt alot of vocabulary, but, ashe says, know this won't make me a fluent speaker’) Use this as an opportunity to discuss what leaming a language really means: practising reading, writin, listening and speaking sls, functional language/everyday expressions, pronunciation and grammar, as well as vocabulary. GRAMMAR Present simple and continuous In pairs, students match the three present simple sentences with their uses. Check each answer by re: ‘out the uses and asking students to say the correct ‘example sentences. | Answers: b In pairs, students match the three present continuous sentences with their uses. Check each answer by reading ‘out the uses and asking students to say the correct ‘example sentences. | Answers Ask: Does the article contain more verbs in the present simple or the present continuous? (the present simple). ‘Then ask Why? (Because the article is mainly about language learning in general.) Q exrraactviry Askstudents to find more examples ofthe present continuous in the Memrise article (musing, Were trying, et). Point out that te present continuous in Next month, {1m travelling to remote arco of Cental Afica is used o talk about an arrangementin the future © corer The most frequent error with the present simples the comission ofthe third person-s ending, eg. Amyknowthe-

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