Forever learning 1
2 Play the Speaking video again, so students can underline the phrases in the Phrase expert box. Pause the video from time to time if necessary. Check answers in open class. Answers Expressions that you hear on the video: I’m sorry, but I don’t agree because … [Richard 01:08], Me neither! [Richard 02:13], So do I . [Bella 02:33], But don’t you think that …? [Charlie 2:51], You’ve got a point, but … [Charlie 03:29], I agree because … [Meg 03:37] 3 In pairs or groups, students ask and answer the questions. Elicit answers from di erent students around the class. Answers Students’ own answers 4 Individually, students make notes before they complete the task in pairs or as a group. Elicit advantages from di erent students around the class. Answers Students’ own answers DIFFERENTIATED LEARNING In a less confident class, brainstorm some advantages for each option in open class and write them on the board. Feed in some interesting expressions and ideas for more advanced students to use, e.g. team-building, make learning fun, improve self-confidence, understand other perspectives, provide cultural experiences you might not otherwise have, adventure, leadership, trust, respect, self- confidence, self-esteem, skills to deal with risks, etc. CULTURAL NOTE School trips provide a great opportunity for students to face a range of challenges that can contribute significantly to their personal development. School trips can also make a major contribution to the acquisition of knowledge; students can study the natural and man- made world, the present and past, science and arts, language and music, and new sports. 5 Students complete the exercise. Check answers in open class. Answers 1 don’t 2 do I 3 don’t 4 got 5 suppose 6 do OPTIMISE your exam • Remind students that in many official oral exams, examiners give candidates marks for interactive communication, e.g. the ability to use strategies, such as agreeing and disagreeing, to keep the conversation going. • Emphasise that it is important for students to take turns in a speaking exam. They will lose marks if they dominate or interrupt their partner. A good response will show that the speaker has listened to and respects the arguments offered by their partner(s). Remind students to attack the argument, not the person, and not to take personally the fact that someone is arguing against them. Collaborative task Students read the tips.
OPTIONAL EXTENSION Students write two true sentences and one false sentence about themselves using the tenses in this lesson. In pairs or small groups, students read out their sentences for their partner to guess which sentences are true or false. Learn In pairs or small groups, students discuss the questions. Elicit answers in open class.
Homework Workbook Unit 1: Grammar 2, page 7
If your students can access the On-the-Go Practice, assign Unit 1 Grammar 2 practice to them online. SPEAKING Collaborative task Student’s Book, pages 16 Lesson aims
• Focus on agreeing and disagreeing • Practise doing a collaborative task
The Speaking video in this unit focuses on school trips. People talk about school trips and what they can learn from them. Students answer some comprehension questions and then listen out for phrases to express agreement and disagreement. LEAD-IN Write school trips on the board. Elicit different school trip destinations that students at the school have been to. Ask students to say why they think these destinations were chosen. 1 Students spend a minute or two reading the questions. Play the Speaking video for students to complete the exercise. Play the video again, if necessary, before checking their answers. Answers 1 Bella and Richard mention the zoo, theme parks, museums and foreign countries. Meg and Charlie mention art galleries and France. 2 Bella prefers fun trips with some educational aspect. Richard prefers fun trips where he doesn’t have to learn anything. Meg prefers trips where you can learn things which help you in your exams. Charlie prefers activity trips where you can be challenged. 3 Bella and Richard say that you can learn about different types of animals, team-building and different languages. Meg and Charlie say that you can learn languages, learn about different cultures and try different foods. You can also gain independence and learn about teamwork.
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