UNIT
6
Family ties
Reading 1 p.68 Aim: • to give practice in reading techniques (skimming and scanning, followed by careful reading) for Paper 1, Part 4
1
Students work in pairs to make a list and then classify the issues. Teenage students or students who are the parents of teenage children may be able to give good examples but the topic needs careful handling as personal issues may emerge.
2 Students skim the text to answer question 1, within a time limit of one minute. Before they attempt 2.2, remind them of the procedure for answering this type of exercise, (read the questions first carefully, then scan the text for the answers one by one). You may need to teach the verb counter. If appropriate to the class, the topic could be personalised with students discussing incidents from their own life in pairs (e.g. talk about a time when they won an argument as a teenager, were allowed to so something for the first time, or not allowed to do something that their friends were).
argue in front of the children). Students then work in groups to decide on rules for siblings and grandparents. 2 Different groups now join up to compare rules and decide on the best four. Again, you may need to consider students' ages and backgrounds when forming the groups. The topic could be consolidated by asking students to write a report on their discussion (e.g how they agreed on the rules, what rules they agreed on and how they think the rules will work). This could form the basis of a presentation made by each group to the class. Give each group two or three OHTs or sheets of paper which they use to make visuals to illustrate the rules. Ask the class to suggest some ways to ensure that the rules were kept (e.g. monthly family meetings). Alternatively, it could be given as a report-writing exercise for homework. ANSWERS
Ex. 1 1 C
2 A
3 C
4 B
Grammar 1: hypothetical meaning - wish p.70
ANSWERS
1 D 2 A 3 C 4 B 5 A 6 D 7 D 8 C 9 B
10 B
Listening 1 p.69 Aims: • to give practice in listening for attitude and opinion • to give practice in making suggestions and agreeing and disagreeing in spoken English
1 Give students time to read the questions carefully for the first extract and then play the recording. They compare answers in pairs before listening again. Follow the same procedure for extract two. ~ Recording script p.97
2 1 Do the first part about rules for parents together and write the rules that students suggest on the board (e.g. do not
36
Aim: • to revise and extend students' knowledge of structures used after I wish and the use of unreal past after it's time, would rather and second conditional structures
1 Students do this exercise individually or in pairs. Go through answers, checking that the class understands the use of the past simple after would rather and that it's time does not refer to the past. At the end, ask which sentences hypothesise about an imaginary present or future (1,2,3,7, 8) and which one refers to an imaginary past (6). Finally, students work in pairs to match each sentence to a rule.
2 1 Use the text first to practise skim reading by asking students to look through the text quickly to find the family relationship. You could also ask what difficulties each person mentions. Then students choose the correct verb forms for their text. 2 Students summarise the content of the texts to each other and check each other's verb forms.