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1 In pairs or groups, students ask and answer the questions. Elicit answers from students in open class. Answers Students’ own answers EXAM SKILL Prepositions and short adverbs Ask students to read the tips. • Many words can be used as both adverb particles and prepositions. There is some difference between an adverb particle and a preposition. While the particle is closely tied to its verb to form idiomatic expressions, the preposition is closely tied to the noun or pronoun it modifies. • Highlight the different categories in the Exam skill box and elicit one more example for each group, e.g. when: for, after ; where: next to ; direction: away ; word patterns: look forward to ; phrasal verbs: look down on, catch on, get on with . 2 Ask students to complete the exercise. Check their answers in open class. Answers 1 at, to 2 at, at, before 3 off, to 4 in, on 5 since, until/till, at 6 out, with 7 in, at, up 8 After, on, from 9 out, up, at 10 since, up 3 Ask students to complete the exercise. Check their answers. Answers gap 1, gap 2, gap 6 OPTIMISE your exam Open cloze Ask students to read the tips. • Highlight that context is less important in a gap-fill task than in other Use of English tasks such as word- formation tasks, as the gaps mostly have to be filled with grammar words like prepositions and auxiliar verbs, and usually only one word is possible in each gap. However, remind students that they should always read the whole text once for very general understanding before they start filling the gaps. • Encourage students to trust their feelings for the language and get used to filling gaps that sound instinctively correct. They should only change their answers if they are absolutely certain about their new choice, e.g. they suddenly remember a typical grammar mistake they often make, etc • If students can’t think of a likely answer, they should choose a word of the correct type, write it with a question mark on their question sheet, move onto the next question, transfer it with their other answers onto the answer sheet and come back to it later if they have time..
Exam Exam task 4 Ask students to complete the exercise. Ask them to compare in pairs before you elicit answers in open class. Answers 1 of 2 out 3 to 4 with 5 in/with 6 out 7 off/after/ outside 8 at/on/during Research Ask students to interview their parents, grandparents or other adults and present their information in the next class. If you have internet access, students could also research leisure activities in the past in class.
Homework Workbook Unit 4: Use of English, page 33 WRITING An article Student’s Book, pages 50–51 Lesson aims • Focus on language for giving reasons • Plan and write an article LEAD-IN
Write some prepositions and short adverbs on the board, e.g. before, until, since, off, up, from, with, away, out . Point to them at random and elicit example sentences from students, using the word you pointed at. 1 In pairs or groups, students discuss the questions. Elicit answers from different students around the class. Answers Students’ own answers EXAM SKILL Giving reasons Ask students to read the tips. • Remind students that examples are used to illustrate and drive an argument. The relationship between their ideas and examples must be clear, and examples should offer detail and evidence. • In Exercise 4, students will work on linking words and phrases for giving reasons, to help show logical relationships between their arguments and examples in their writing. Point out to students that over-repetition of for example will not gain them any points in exams. 2 Ask students to complete the exercise. Elicit if they agree with the advice the writer gives. Answers The writer tries to get the reader’s attention by asking rhetorical questions (questions where you don’t really expect an answer).
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