Forever learning 1
OPTIMISE your exam Multiple choice (extracts) Students read the tips.
Homework Workbook Unit 1: Vocabulary, pages 6–7.
If your students can access the On-the-Go Practice, assign Unit 1 Vocabulary practice to them online. LISTENING Multiple choice | Extracts Student’s Book, page 14 Lesson aims • Focus on multiple choice (extracts) • Practise a multiple-choice (extracts) exam task LEAD-IN Play Back to the board . Divide the class into two teams. Ask a volunteer from Team A to sit with his / her back to the board, facing their team. Write words, phrases or sentences from the unit on the board one by one. Team A defines the word, phrase or sentence for the volunteer student to guess in one minute. After one minute, it is the other team’s turn to define a word, and so on. The team that describes the most words in one minute wins the round. 1 In pairs or groups, students ask and answer the questions. Elicit answers from di erent students around the class. Answers Students’ own answers 2 Students complete the exercise. Check their answers. Answers 1 F 2 F 3 T 4 F 5 T 3 Students complete the exercise and then compare in pairs before you check in open class. Answers 1 Zach agrees with Anna. 2 Zach disagrees with Anna. 4 Zach partly agrees with Anna. EXTRA SUPPORT Ask students to look at Exercise 4 and decide which questions ask about agreement and disagreement. This will help them work out what type of dialogue they are going to listen to.
• If students know the key phrases we use to agree and disagree, they will be able to rapidly tune in when the speaker is discussing other people’s ideas and decide if he / she agrees or disagrees with them. This skill is useful in listening exams, and raising students’ awareness of how we indicate our opinion will also help them improve their performance in oral exams. • Students are often tested on their ability to identify a speaker’s opinion in listening exams. Intonation helps us emphasise significant points beyond words and syntax. In this lesson students work on how we can identify attitude by listening for changes in intonation, pace, volume and pitch, as well as listening carefully for words and phrases that identify opinions to back up the attitude they have identified. 1.05 pXX Students listen and complete the exercise. Play the audio again, eliciting the clues that helped students answer. Answers 1 C (You can’t fault the instructor though. … No, not at all. She was great. Really kind, helpful and knowledgeable.) 2 C (I reckon you’ll like their winter weekend drama course – it’s just your thing. I think they even put on a show at the end.) 3 B (One thing’s for sure – it’s always been a lot easier in the past. … no doubt about that. This time last year they all came out with big smiles on their faces.) 4 B (… the children will be performing for free every Sunday evening for the next month in the town hall. It would be great if some of your listeners could come along and support.) 5 A (I wouldn’t exactly say dad taught me, but he really did encourage me to try to work it out for myself, and I’ll never forget that.) 6 C (I’m really not convinced we’ll get it all done in two evenings though. It’s the whole year’s notes. It’s pages and pages! … No need to worry. I’ve got a plan.) 7 B (Well, we’ve now counted all the money we brought in, and you should all be very proud of yourselves as it’s a fantastic £3,000 – far more than last year. So very, very well done everyone.) 8 A (I guess we need to have the exact costs before we ask them, … Yeah – let’s get that tomorrow.) DIFFERENTIATED LEARNING Before playing the audio a second time, ask students to exclude one of the options in each situation. Discuss students’ reasons in open class before you play the track again. Don’t give away the answers at this point. When you check the answers in Exercise 4, ask students to say which option they excluded on the first listening and if they were right. Exam Exam task 4
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