Around the World 2
5 2.07 p00 Play the audio again for students to listen and complete the exercise. Check answers in open class. Answers I think they should ..., What do you think about …? They could …, … so it may be a good suggestion. … might be a good idea. (So) perhaps …, Well, how about … 6 In pairs, students complete the task. Elicit answers from students around the class. Answers a (football) team scarf – You wear it to keep warm and to show which team you support. a skateboard – You stand on it while skateboarding. (a pair of) knee pads – They protect your knees if you fall and hit them. (a pair of) (cycling) gloves – They help you grip onto the handlebars. (a pair of) (football) tickets – They let you into a venue to watch a special event or sport. a (cycling) helmet – It protects your head if you fall and hit it. a tool kit – You use the things in it to repair a bike, wheel, etc. OPTIMISE your exam • Students should have a plan for what they can say if they don’t know all the words they need. Elicit strategies students can use, e.g. give examples, describe its purpose or function ( It’s used to + infinitive / It’s used for + - ing ), give a description using relative clauses ( It’s a person who … It’s a thing that ), say a synonym or an antonym or use phrases to approximate ( It’s a kind of ... / It’s a sort of ... ). • At the start of this stage of a Speaking exam, students can ask the examiner to repeat a question or an instruction. Then students interact with each other and the examiner listens to their discussion, but does not participate in it. Discussion | Pictures Students read the tips. Exam Exam task 7 In pairs, students complete the task. Elicit answers from students around the class. Walk round, monitoring students and noting down errors and good use of language. OPTIONAL EXTENSION Students give themselves a mark from 1 to 5 on their performance in the activity in Exercise 7. Give feedback; highlight good language students used and go over errors in open class. Then students swap partners and do this activity again. This time they should focus on scoring a higher mark. Homework Workbook Unit 2: Speaking, pages 16–17
LANGUAGE IN USE Open cloze Student’s Book, page 27 Lesson aims
• Focus on particles in phrasal verbs • Practise an open-cloze exam task LEAD-IN
Put students in small teams for an A–Z race . They have to think of a means of transport for each letter of the alphabet, except for x . Set a five-minute time limit and ask students to stop when the time is up and count their words. The team with the most correct words wins the game. Suggested answers aeroplane, boat, caravan, donkey, express train, ferry, gondola, helicopter, icebreaker, jet, kayak, limousine, motorbike, narrow boat, ocean liner, powerboat, quad bike, racing car, submarine, taxi, unicycle, van, wagon, yacht, zeppelin 1 In pairs or as a group, students complete the exercise. Elicit answers from different students around the class. Answers Students’ own answers EXAM SKILL Particles in phrasal verbs Explain that the particle adds extra meaning to the verb in phrasal verbs. Sometimes understanding the meaning of the particle can help you to work out the meaning of the phrasal verb. Students read the information. 2 Students complete the exercise. Have them compare in pairs before you check answers in open class. Answers 1 up 2 up 3 up 4 off 5 off 6 in 7 down 8 off LANGUAGE NOTE In this exercise, students see two types of phrasal verb: • Intransitive (with no object), e.g. What time does the plane take off ? Let’s set off . They turned up early. When do we check in ? The car broke down. Speed up! • Transitive verbs whose object is either after the verb or after the particle, e.g. I’ll pick the car up at six. / I’ll pick up the car at six. If the object is a pronoun, the object must come between the verb and the particle, e.g. I’ll pick him up / drop him off at six. (NOT I’ll pick up him at six.). Refer students to the Vocabulary reference, page 151, for more information on phrasal verbs.
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