E Previous experience essential tr Must be good at managing teams tr Must have good interpersonal skills tr Must be good at working under pressure Company car, company pension, salary negotiable.
Apply to Executive fobs, PO Box 75O, Nalu York.
@ Pearson Education 2002
69
Vocabulary Topics of conversation Function Managing a conversation Language to go What to say in social situations
Lovely day, isn't it?
A i m
To give students practice at using t h e f u n c t i o n a l l a n g u a g e i n v o l v e d i n m a n a g i n g a c o n v e r s a t i o n
M a t e r i a l s
O n e s i t u a t i o n c a r d p e r s t u d e n t , p l u s some spares ( m o r e f o r a v e r y s t r o n g c l a s s )
I m e
3 0 m i n u t e s
Prepa ration
C o p y a n d c u t u p o n e w o r k s h e e t p e r three to six students ( s e e Procedure 4)
Procedure
1 A s a n i n t r o d u c t i o n , a s k s t u d e n t s t o g e t i n t o g r o u p s o f t h r e e o r f o u r a n d te l l e a c h o t h e r a b o u t a s o c i a l e v e n t / s i t u a t i o n t h a t th e y e n j o y e d o r t h a t th e y h a t e d . T h e y h a v e th r e e to f i v e m i n u t e s .
2 Ask each group to report back and write the situations on the board.
3 T e l l s t u d e n t s t h a t in p a i r s t h e y w i l l r e c e i v e s o m e c a r d s . E a c h c a r d s h o w s a s o c i a l s i t u a t i o n , f o r e x a m p l e , i n a r e s t a u r a n t . U n d e r n e a t h t h e p i c t u r e t h e r e a r e th r e e li n e s o f d i a l o g u e . F i r s t t h e y h a v e t o d e c i d e w h e r e th e s i t u a t i o n t a k e s p l a c e a n d th e r e l a t i o n s h i p o f t h e p e o p l e . T h e n th e y r e a d t h e l i n e s o f d i a l o g u e a n d d e c i d e h o w t h e y m i g h t b e used in a conversation (for example, to end the conversation).
4 P u t s t u d e n t s i n t o p a i r s a n d g i v e e a c h p a i r tw o c a r d s (o r fo u r if y o u have a very strong class; one if you have a very weak class). Give t h e m t w o t o t h r e e m i n u t e s t o l o o k a t t h e c a r d s .
5 Tell them that they have to prepare a conversation for each situation w h i c h in c l u d e s t h e l i n e s o f d i a l o g u e o n t h e c a r d . T h e y s h o u l d n ' t w r i t e o u t t h e w h o l e c o n v e r s a t i o n , b u t c a n m a k e b r i e f n o t e s a b o u t h o w t n e conversation will develop. For example: 1) Start conversation, 2) ask about the weather, etc. They should practise the conversations so t h a t th e y c a n a c t th e m o u t t o o t h e r p a i r s . A l l o w a b o u t s e v e n m i n u t e s f o r t h i s . lf s o m e p a i r s f i n i s h m o r e q u i c k l y , g i v e them another c a r d to w o r K o n .
6 l f y o u h a v e a s m a l l c l a s s , y o u can ask each pair to present o n e o r both of their conversations to the rest of the class. lf you have a big class, form groups of four (two pair,s), each with different situations if p o s s i b l e , a n d a s k e a c h p a i r to act out one or both of their
conversations. lf tini'e, make new groups so students can act out t h e i r c o n v e r s a t i o n s t o o t h e r o a i r s .
70
1
z
Lovely day, isn't it?
A r e y o u o v e r h e r e on business?
L l ^ . , ^ ^ ^ ; ^ ^ ^ + ^ . , I r d v t ' d i l l u v J r . d y .
Lovely day, isn't
1 2
P l e a s e d t o m e e t y o u ,
So what's it like in New York?
l ' d l o v e to .
1 2
Y o u h a v e n ' t p h o n e d m e f o r a g e s . I've been busy.
C a n ' t w e t r y a g a i n ?
1
az
H o w ' s b u s i n e s s ? G r e a t !
T h i s fi s h is n ' t h o t l
1 2
I l o v e th e n e w h a i r s t y l e .
Y o u ' r e l o o k i n g r e a l l y h a p p y t o d a y .
l ' m s o r r y . I h a v e to g o . A r e y o u f r e e fo r l u n c h ?
H i , J o h n . W h a t ' s u p ? T h a t ' s b r i l l i a n t l
I c a n ' t . H o w about going tomorrow?
C a n I b u y y o u a d r i n k ?
Y o u ' r e t h e m o s t b e a u t i f u l w o m a n in t h e w o r l d . You haven't met my boyfriend, have you?
1
z
71
1 H o w i s e v e r y t h i n g ? 2 l ' v e g o t some news.
3 C o n g r a t u l a t i o n s !
1
Z
@ Pearson Education 2002
V o c a b u l a r y G r a m m a r L a n g u a g e t o g o
Travel items First conditional
Making suggestions to visitors t0 your area
E x p l o r e C a n a d a
A i m
To give students practice at using t h e f i r s t c o n d i t i o n a l i n t h e c o n t e x t of providing travel information, a n d to g i v e th e m g u i d e d p r a c t i c e a t w r i t i n g a t r a v e l g u i d e
M a t e r i a l s
O n e w o r k s h e e t p e r student
Time
2 5 - 3 0 m i n u t e s
Prepa ration
Copy the worksheet
Proced u re
1 A s k s t u d e n t s t o t e l l y o u w h a t k i n d o f i n f o r m a t i o n i s u s e f u l w h e n g o i n g t o a n o t h e r c o u n t r y . W r i t e th e i r s u g g e s t i o n s o n t h e b o a r d . 2 T e l l s t u d e n t s t h a t th e y a r e g o i n g to e n t e r a t r a v e l g u i d e w r i t i n g
c o m p e t i t i o n . A s k w h a t t h e l a y o u t o f a p a g e o f a g u i d e b o o k m i g h t l o o k li k e . T h i s s h o u l d e l i c i t t h e i d e a o f h a v i n g h e a d i n g s .
3 W r i t e th e f o l l o w i n g h e a d i n g s o n t h e b o a r d : a) GETTING THERE
b)TRAVELLING AROUND d ACTIVITIES
d) TRAVEL FACTS e)WHEN TO GO f) MONEY A/VD COSIS E l i c i t f r o m s t u d e n t s w h a t k i n d o f i n f o r m a t i o n t h e y w o u l d e x p e c t t o f i n d u n d e r e a c h h e a d i n g .
4 T e l l s t u d e n t s t h a t th e y w i l l b e g i v e n a w o r k s h e e t w i t h i n f o r m a t i o n a b o u t C a n a d a . T h e y h a v e to r e a d e a c h p i e c e o f i n f o r m a t i o n a n d d e c i d e w h i c h h e a d i n g i t i s c o n n e c t e d t o ( s e e s u g g e s t e d a n s w e r k e y ) . 5 P u t th e s t u d e n t s i n t o g r o u p s o f t h r e e o r f o u r . G i v e e a c h s t u d e n t a
c o p v o f t h e w o r k s h e e t . A l l o w a b o u t fi v e m i n u t e s . 6 C l a s s f e e d b a c k .
7 N o w t e l l s t u d e n t s t h a t th e y a r e n o w g o i n g t o u s e th e i n f o r m a t i o n t o w r i t e p a r t o f t h e i n t r o d u c t i o n s e c t i o n o f a g u i d e b o o k o n C a n a d a . T h e y s h o u l d f i r s t d e c i d e t h e o r d e r o f t h e i r h e a d i n g s a n d w r i t e th e m i n t h e s p a c e s p r o v i d e d o n t h e w o r k s h e e t . T h e y s h o u l d t h e n d e c i d e w h o i n t h e i r g r o u p is g o i n g t o w r i t e e a c h s e c t i o n . R e m i n d t h e m t h a t th e information is in note form so they have to expand it. As an example, w r i t e t h e f o l l o w i n g o n t h e b o a r d :
o Like seafood? Go lo Old Town. Fish restaurants.
o Stay youth hostel = $201 day
A s k s t u d e n t s t o e x o a n d t h e i n f o r m a t i o n . T h i s s h o u l d o r o d u c e : . lf you like seafood, go to the Old Town. There are a lot of fish
restaurants there. I You'll find fish restaurants there.
. lf vou stay in a youth hostel, it'll cost you $20 a day.
T h e y s h o u l d w r i t e t h e i r fi r s t d r a f t o n r o u g h p a p e r , n o t o n t h e w o r k s h e e t , T h e y h a v e a b o u t t e n m i n u t e s .
8 Students check their rough drafts with you. They then complete the sections of the guide book introduction to Canada on the worksheet, using the corrected drafts that they and their partners have written.
Extension
Reading and speaking: Students read the guide book introductions that t h e o t h e r g r o u p s h a v e p r o d u c e d . I n t h e i r g r o u p s , t h e y d i s c u s s w h i c h o n e s h o u l d w i n t h e c o m o e t i t i o n . H a v e a c l a s s v o t e t o e s t a b l i s h a w i n n e r .
7 2
E x p l o r e C a n a d a
Win the chance to become a travel writer for Lonely Globe Travel Guioles
I+.lilftnfiE E @ Pearson Education 2002
Vocabulary Expressions with take
Grammar Verb constructions for likes and dislikes Language to go Discussing sport
Love it or hate it?
A i m
To give students practice at using verb constructions for Iikes and dislikes by talking for thirty seconds about different leisure activities
M a t e r i a l s
O n e s e t o f c a r d s p e r g r o u p of four s t u d e n t s
Time
25-34 minutes
Prepa ration
C o p y a n d c u t u p o n e w o r k s h e e t p e r g r o u p
Proced u re
1 A s k s t u d e n t s t o s u g g e s t l e i s u r e a c t i v i t i e s t h e y th i n k a r e p o p u l a r i n B r i t a i n . W r i t e th e i r s u g g e s t i o n s o n t h e b o a r d . T h e n a s k th e m t o g u e s s w h a t t h e m o s t p o p u l a r i s ( w a t c h i n g t e l e v i s i o n ) .
2 T e l l s t u d e n t s t h a t th e y a r e g o i n g to play a game in teams where they h a v e to s p e a k a b o u t a s p o r t or leisure a c t i v i t y f o r t h i r t y s e c o n d s . 3 P u t s t u d e n t s i n t o g r o u p s o f f o u r s t u d e n t s . G i v e e a c h g r o u p a s e t o f
t h e c a r d s , a n d a s k th e m to identify t h e d i f f e r e n t s p o r t s a n d le i s u r e a c t i v i t i e s .
4 Write the word camping on the board. Ask students to suggest why t h e y a n d o t h e r p e o p l e l i k e o r d i s l i k e c a m p i n g . E n c o u r a g e s t u d e n t s t o u s e a v a r i e t y o f v e r b c o n s t r u c t i o n s f o r e x p r e s s i n g l i k e s a n d d i s l i k e s . Write up their ideas in two columns, like and dislike, on the board, n u m b e r i n g e a c h id e a .
5 E l i c i t w a y s o f e x p r e s s i n g d i f f e r e n t p o i n t s o f a n a r g u m e n t , f o r example: firstly, secondly, another reason is ..., finally, eIc.
6 E x p l a i n h o w t o p l a y th e g a m e :
. Groups d i v i d e i n t o tw o teams of two students.
r Thev shuffle the picture c a r d s a n d p l a c e t h e m f a c e d o w n i n a p i l e . . A student from one team picks up a card and shows it to everyone.
H e / S h e h a s to s p e a k a b o u t t h e l e i s u r e a c t i v i t y d e p i c t e d o n t h e c a r d for thirty seconds starting with one of the ways of expressing likes and dislikes on the board, for example', I like camping because you are in the open air and you are close to nature. Some people might not enjoy camping because you can get cold and wet if the weather is bad, and you don't have luxuries like a bed and bathroom!
n * ^ * h ^ " ^ + ^ ^ , '
H r r u r ru u r e r t : o c h t e a m s h o u l d a c t a s t i m e k e e p e r . l f t h e s t u d e n t m a n a g e s t o s p e a k f o r t h i r t y seconds, t h e n th e t e a m k e e p s t h e c a r d . l f t h e s p e a k e r h e s i t a t e s f o r m o r e th a n three seconds b e f o r e t h e thirty seconds is"up, they have to put the card to the bottom of t h e p i l e . O n c e a m e m b e r o f one team has spoken, t h e n a m e m b e r o f t h e o t h e r te a m p i c k s u p a card and speaks a b o u t t h e n e x t leisure activitv.
o Team members s h o u l d t a k e it i n t u r n s to speak f o r t h e i r te a m . 7 T h e a i m o f t h e g a m e is to collect a s m a n y c a r d s a s p o s s i b l e . S t u d e n r s
p l a v for a maximum o f t e n m i n u t e s .
E x t e n s i o n
Writing and speaking; As a follow-up, students choose three of tne w a y s o f e x p r e s s i n g l i k e s a n d d i s l i k e s a n d w r i t e a s e n t e n c e a b o u t th r e e o f t h e l e i s u r e a c t i v i t i e s d e p i c t e d o n t h e c a r d s . T h e y th e n w a l k around t h e r o o m a n d tr y t o f i n d s o m e o n e w h o a g r e e s w i t h t h e m .
EilfEaffiF.lllNl A Pearson Eoucatrcn 2aa2 75
Love it or hate it?
V o c a b u l a r y G r a m m a r L a n g u a g e t o g o
Determination Used to and would
Comparing past and present habits
Proced u re
T h e b u r g l a r , t h e g a m b l e r a n d t h e r u b b i s h c c l l e c t o r
A i m
To give students practice at t a l k i n g a b o u t p a s t h a b i t s ( w i t h
would and used fo) in the context o f a t a l k s h o w
M a t e r i a l s
One rolecard per student (A, B, C or D)
Time
30 minutes
Prepa ration
C o p y a n d c u t u p o n e w o r k s h e e t per four students
1 Ask students if they watch any talk shows, for example
The Jerry Springer Show (or another show that is popular in your c o u n t r y ) . E l i c i t w h y t h e s e s h o w s a r e so popular.
2 Ask what kinds of subject they discuss. Write some answers on t h e b o a r d .
3 E l i c i t t h e f o r m a t o f a t y p i c a l t a l k s h o w , fo r e x a m p l e : F i r s t t h e t a l k s h o w h o s t in t r o d u c e s t h e p r o g r a m m e . T h e n h e / s h e i n t r o d u c e s t h e f i r s t g u e s t a n d in t e r v i e w s h i m / h e r . T h e n h e / s h e i n t r o d u c e s a n d interviews the second guest, etc.
4 T e l l s t u d e n t s t h a t th e y a r e g o i n g to take part in a talk show about a d d i c t i o n s . T h e y w i l l e a c h b e g i v e n a rolecard. I n g r o u p s o f f o u r , t h e y w i l l p l a y th r e e a d d i c t s o r f o r m e r a d d i c t s a n d th e t a l k s h o w h o s t . T h e y s h o u l d r e a d t h e i n f o r m a t i o n o n t h e i r ro l e c a r d a n d p r e p a r e w h a t to say. The information is in note form so they will have to expand t h e p r o m p t s .
5 R e m i n d s t u d e n t s o f t h e f o r m a t o f t h e t a l k show. lt is the role of the t a l k s h o w h o s t to i n t r o d u c e t h e p r o g r a m m e a n d th e g u e s t , a n d to i n t e r v i e w e a c h g u e s t .
6 P u t th e s t u d e n t s i n t o g r o u p s o f f o u r a n d d i s t r i b u t e t h e r o l e c a r d s . G i v e R o l e c a r d D t o a s t r o n g e r s t u d e n t a s h e / s h e w i l l h a v e to m a n a g e t h e t a l k s h o w .
7 Allow students a faw minutes to read their rolecards and to exoand t h e p r o m p t s . G i v e th e m h e l p a s r e q u i r e d .
8 T h e y th e n h a v e s e v e n t o t e n m i n u t e s t o p r e p a r e t h e t a l k s h o w i n t h e i r g r o u p s . l f a g r o u p fi n i s h e s q u i c k l y , a s k th e m t o p r a c t i s e t h e s h o w w i t h o u t lo o k i n g a t t h e i r ro l e c a r d s .
9 They can now act out the talk show. For classes of up to twelve s t u d e n t s , e a c h g r o u p a c t s it o u t i n f r o n t of the class. T h e o t h e r g r o u p s a r e th e a u d i e n c e . F o r c l a s s e s o f m o r e th a n tw e l v e s t u d e n t s , o n e g r o u p a c t s it o u t t o a n o t h e r g r o u p , n o t t h e w h o l e c l a s s .
1 0 A t t h e e n d o f e a c h g r o u p ' s p e r f o r m a n c e , s t u d e n t s w h o h a v e b e e n watching vote for their favourite participant. Choose one of the f o l l o w i n g c r i t e r i a :
o the most entertaining p e r s o n . the person they respect the most
. the person w h o h a s d o n e the most to change
T H E B U R G L A R
What is your name? (Choose a name for yourself.)
R e a d t h i s in f o r m a t i o n a n d th i n k o f a n s w e r s t o t h e o u e s t i o n s .
. burglar / n o w w o r k a s / s e c u r i t y a d v i s e r . gave up after / sent to prison
. break into 2 or 3 houses / day
. only steal small things / sell in markets What kind of things did you use to steal?
Why did you use to enjoy burglary?
W h a t ' s y o u r life like now?
T H E R U B B I S H C O L L E C T O R
What is your name? (Choose a name for yourself.)
Read this information and think of answers to t h e o u e s t i o n s .
o collect rubbish as / hobby / now collect r u b b i s h a s / job
o steal letters and bank statements / from f a m o u s p e o p l e ' s r u b b i s h b i n s / sell / information / newspapers
H o w m u c h d o vou earn?
o married / wife left / go out every night / 3 or 4 o ' c l o c k i n t h e m o r n i n o
o also smell
Why do you enjoy looking in people's rubbish bins?
T H E G A M B L E R
What is your name? (Choose a name for yourself.)
R e a d t h i s in f o r m a t i o n a n d th i n k o f a n s w e r s t o t h e o u e s t i o n s .
o gambler / n o w j o b h e l p i n g g a m b l e r s / g i v e u p g a m b l i n g
. family / nice house / shop / lost everything . at first / poker only once a month / addicted /
t h e n 2 o r 3 t i m e s a w e e k
o one week / lost so much / sell shop / home H o w m u c h d i d y o u l o s e ?
c wife left / with daughter
. not gamble now / want wife / daughter / back
D o y o u t h i n k y o u r w i f e w i l l c o m e b a c k to y o u ?