Developing writingspeaking A formalMaking letter arrangements Lesson 6 Developing
Making arrangements Warmer Play Hangman with some key words from the unit. Write the correct number of spaces on the board and ask different students around the class for a letter. If they say a letter in the word, write it on one of the spaces. If they say a letter which isn’t in the word, draw part of the hanged man. 1
SPEAKING In pairs, students answer the questions about the photos.
Key a a shopping centre b a cinema c a beach 2
d an indoor tennis court e a swimming pool
Listening 1.33 Play the CD for students to listen and answer the questions.
Audioscript Jamie: Hi, Danny! Danny: Hi, Jamie! Jamie: Listen. Are you up to anything this weekend? Danny: Not really. What about you? Jamie: If the weather’s good, Alex and I are going to go to the beach. Do you fancy coming? Danny: Sure. What time shall we meet? Jamie: How about 11 o’clock? Danny: OK. Why don’t we meet at the station? Jamie: Fine. I know. I’ll bring some sandwiches and we can have lunch on the beach. Danny: What will we do if it rains? Jamie: I’ll give you a ring on your mobile and we’ll go somewhere else. Danny: OK. Listen. I’ll ring Liz too and see if she wants to come. Jamie: Good idea. See you tomorrow at 11. Danny: See you.
6b Students practise the first six sentences of the dialogue again, paying attention to their intonation, and remembering to show enthusiasm.
Teacher development: Student training
Active listening Active listening helps students communicate more effectively. Offer students some tips on how to become active listeners: • Face the speaker, sit up straight or lean forward slightly to show you are attentive. • Maintain eye contact. • Respond appropriately to show that you understand. Say uh-huh/Really?/That’s interesting and ask questions, e.g. What did you do then? What did she say? etc. • Focus on what the speaker is saying. Try not to think about what you are going to say next.
Practice makes perfect 7a
SPEAKING In pairs, students practise the dialogue again, but this time with a different place, time, etc. Remind them to use expressions from the Speaking Bank where possible. For students who are less confident, photocopy the model dialogue and either read it aloud yourself or alternate the roles with you and a strong student. Then instruct students to read aloud in pairs, alternating between roles A and B. Then ask them to read it again, changing the underlined information so it is true for themselves.
7b SPEAKING Students swap partners and repeat the activity, this time with their books closed.
Model dialogue A: Hi, Lucy. B: Hi, Jack. A: What are you up to at the weekend? B: Nothing, why?
3
Students complete the dialogue. Play the CD again if necessary.
4 Students tick the expressions in the Speaking Bank that appear in the dialogue.
A: Do you fancy going to the cinema? B: Sure. Why don’t we meet at the cinema at eight o’clock?
Teacher development: Language
A: Good idea. We can go to that pizza restaurant after the film.
Present continuous for arrangements
B: I prefer the burger bar.
Ask students to read the reminder at the bottom of the Speaking Bank regarding the use of present continuous for talking about future arrangements. English teachers often call the present continuous future form the ‘diary form’ because you can use it for anything you write in your diary, e.g. On 23rd September, I’m seeing the dentist.
A: Good idea. Which film do you want to see? B: I’m not sure. I’ll look on the Internet and I’ll ring you on your mobile. A: Fine. See you tomorrow at eight o’clock. B: See you!
5 In pairs, students read the dialogue in 3 aloud. 6a
pronunciation 1.34 Play the CD for students to listen and decide how the speakers use their voices to show enthusiasm.
Key To show enthusiasm, the voice starts high, then goes down and then goes up again.
eacher’s Resource Multi-ROM: See Unit 6 Communication T worksheet Find someone green.
Homework
Refer students to the Workbook, page 51.
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