Listening (A2 Pre-intermediate) English Readers English for Life Classroom implementation
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Cc nc t bn, Listening-Englishaula-Part-2-Exams-1-81
- Điều hướng trang này:
- Intonation
- Using Getting started
- Using Part A (track 08)
- Using Part B (track 09)
| Part A
2 , Part B 1
2 3 , Part C 1
2 3
Adjectives: brilliant, happy, healthy, big, little, beautiful,
Places: bungalow, fl ats, markets, garden Function Describing memories: It was …, I was …., We were …, They were …, We used to …, I would spend … Intonation Sentence stress: really, adjectives in the predicative position
You can use some or all of these ideas to check and enhance your students’ understanding as they work their way through Unit 2 of Listening A2 in class. Using Getting started You can use the Getting started questions as a prompt for groups of students to create class surveys on different topics related to childhood: school, friends, games, holidays, TV, parents, etc.
or suggest a few and see which ones the class is most interested in.
a topic each. 3. Ask the groups to think of questions that would form the basis of a survey. • TV:
• School: What type of school did you go to as a child? Private? Public? Mixed? What were your favourite subjects? • Games: What type of games did you play? Hopscotch? Cat’s Cradle? 4. As students work, monitor and make sure students include options for the answers (as above). 5. Either allow students to gather answers as homework, or get the groups to survey the other students (they will have to write a few copies) and feed back to the whole class.
6. An alternative homework activity would be to ask the groups to fi nd some way of displaying their results in the form of a poster (with pie charts or bar graphs) that could be displayed in class. Using Part A (track 08) This board game activity will get the students using language they have learned in the unit and searching their memories for what they can add. You will need a die for each group.
memories (food, grandparents’ house, playground games, going to the doctors, toys) and write them on the classroom board. 3. Put students into groups of two to four with one template and one die for each group. 4. Allow students to pick ideas they like and write them in the boxes of their board game template. 5. In their groups, students take it in turns to roll the die and describe a memory for the square on which they land: When I was young I never ate vegetables or When
You might want to highlight the function of expressing wishes and hopes which Patrick uses in this recording.
statement which answers question 6 in tải về 0.6 Mb. Chia sẻ với bạn bè của bạn:
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