weinratgeber.info Biography Solutions Advanced Teachers Book

SOLUTIONS ADVANCED TEACHERS BOOK

Friday, August 2, 2019


Solutions advanced tb1. Upcoming . e'anscripts o a teacher'sguideto c'us:ex, az'c 7.,i,ua::ul . is easyto monitorprogress throughthe book. The course develops language and skills so that speaking becomes frequent and familiar. Teachers who use Solutions say that by the end of each lesson 'every. Solutions. Advanced, 3rd. 3rd Edition — Oxford University Press. Solutions. Advanced. Student's Book. Tim Falla, Paul A. Davies. (, 3rd, p.) Solutions. Advanced. Teacher's Guide. Katherine Stannett, Paul A. Davies, Jane Hudson.


Solutions Advanced Teachers Book

Author:SANG CULLUM
Language:English, Spanish, Dutch
Country:Dominica
Genre:Environment
Pages:
Published (Last):
ISBN:
ePub File Size: MB
PDF File Size: MB
Distribution:Free* [*Regsitration Required]
Downloads:
Uploaded by: KELVIN

Solutions Advanced Workbook Key Unit 1 3 1 to 8 of stand bananas and coffee! .. Life can 2 of 3 side by side be pretty stressful for a newly qualified teacher like me .. and Much as both achievements without out in his books decades ago. Solutions: Advanced: Teacher's Book and CD-ROM Pack by Tim Falla, , available at Book Depository with free delivery worldwide. Solutions: Advanced: Teacher's Pack by Katherine Stannett, , available at Book Depository with free delivery worldwide.

Copyright Richard Wiseman. Reproduced by permission of Pan Macmillan, London. All rights resewed. Used by permission and protected by the Copyright Laws ofthe United States.

The printing, copying, redistribution, or retransmission ofthe Material without express written permission is prohibited. The publisher wouldlikr to thank the followingfor their permission to reproduce the following photogroph: Corbis p Kylie Minogue. John Haslam pp1 2 7, , Ian Foulis p [ Whathaveyou learnedtoday? Whatcanyou do now? English tike thereareveryfew true synonyms Words whichseemlike synonyms usuatly differveryslightty meaning, in collocation, register or regional use.

Thedictionary showshowthe Oxford extract givesinformation Advanced Learner's Dictionary aboutthe differences between thesesynonyms o Stu dent do t he t as ki n d i v i d u a l la n dc h e c k e i ra n sw ers s v th with a partner KEY lc r os s 2m ad 3 i n d i An accountof an event p. Whathaveyou studiedtoday? They shouldmakea list of fourfactors they mightconsider Give th e ma m inut e o t hin ka n dth e np u t th e mi n p a i rs n d ask t a r th e mt o f ind out if. Designing structures to protect embankment at the economic zone of nam dinh vu hai phong 94 0 0.

CAE masterclass advanced teachers book 0. Andyouknowwhatwitthappen- 'ordinary' people,whohaven'tbeenspeciatlydesignedbytheirparents usinggenetictechnology,willendupassomekindofinferiorrace. Onlythegeneticallyperfectpeoplewiltgetgoodjobs,orhealth insurance- orbeallowedto havechildren.

M Youdon'tneedto takethingsto suchanextreme. Nobody's talkingaboutcreatinga raceofsuper-humans- it'smuchsimpler thanthat. Whyshoutdn'tparentshavethechoiceofa girlora boy? W Huh. I knowwhichI'dchoose. M Whatdoyoumean? W I'mamazedyou'restilldefendingthiskindofexperiment. Onedaythey'reexperimenting onmonkeys,thenextthey'ltbecreatingsomekindof monsterby combininghumanandanimalDNA. M I seewhatyoumean. ButI quiteliketheideaofsomehow mixinghumanandanimalDNA.

W Youcan'tbeserious. M OrEagleman- withthepowerofflight W Nowyou'rejustbeingsitty. I'mnottalkingtoyouaboutit any more. Exercise4 pagerr o Havingestablishedwhois in favourandwhoisagainst,the studentscanworkoutwhomadeeachstatementwithout hearingthe recordinga secondtime.

Studentsthenworkindividuatlyor in pairsto complete thesentences. Pointoutthatmanyofthesearefurther examplesof adverbcollocationsandshouldbelearnedand recordedasa completephrase. Duringfeedback,to checkunderstanding,askforsynonyms forsomeofthe morechallengingvocabulary,e. KEY 1 morally 2 genetically 3 eventua[[y 4 freely 5 entirely 6 realistically 7 widely 8 virtualty Exercise5 pase 1.

KEY 1 agree 2 prove 3 end 5 make 4 suppose 6 have;take 7 see 8be t6 Unitl. Beginnings t Virtuallvimpgggible 10 hishlyimprobable Exercise6 page11 Transcriptt. Butin myview Writethemonthe board withoutstress marked forstudentsto copy. Readthemout stressing themasshown andaskstudentsto markthestress.

Wjth a strongerclasstheycanbe askedto write the stressbeforilhearing,it. Askstudentsto brainstormondplan in classbut to finish exercise7for homework.

Tellthemto askeachother: What'syourfovouritekindof musicand whooreyou listeningto thesedays? Doyou downloadCDsor downloadmusic files? Doyouprefersongsin Englishor your language? Exercise1 page12 r Studentsreadthemodelandanswerthequestionin pairs. MakesurestudentsunderstandIhatgig meaningconcert canreferto a smallbandptayingin a smal[venueora big namebandplayingat a verylargevenue. Aska fewstudents to reportbacktheirpartner'sexperience. Exercise2 page Focusonthewritingtip andaskindividualstudentsto find examplesof shortsentencesanddeterminetheirpurpose.

KEY I wasthrilled usedforemphasis Wewaited usedto buildsusoense Exercise3 page12 o Studentsrewritethesentencesindividuallvor in oairs. KEY 1 Whenwearrivedat ourhotel,I wentstraightupstairsand lookedoutof thewindow. Hefinatlycamefaceto facewiththemanwhohadbeen fotlowinghim. Theywererunningto andfro, shoutingandbumpingintoeachother. Exercise4 pagetz. Studentscomptetetheexerciseindividualtyor in pairs.

Solutions: Advanced: Teacher's Pack

KEY 1 like 2 as;as 3 asif Exercise5 page Again,studentscandothetaskindividuallyorin pairs. Check studentsunderstandthemeaningofmaze labyrinth. Point outthatosthoughcanbeusedasanalternativeto asrf. KEY 1 tike 2 as;as 3 asif lthough. Readthestatementtogetherandfindoutviaa showof handshowmanystudentsagreeandhowmanydisagree. Thegroups shoutdbeequalin sizesosomestudentsmayhaveto 'adopt'anotherview. Monitorastheywritetheirlists, feedingin ideasif necessary.

Exercise7 pagett r Askstudentsto finda partnerfromtheoppositegroup,sit nextto themanddiscussthestatement. Circulateasthey speak,notingdownexamplesof language bothgoodand bad to highlightin a languagefeedbacksession. Beginnings[ 17 Exercise6 pase12 r Putstudentsin pairsto inventtheirownsimiles. Aska few pairsto readouttheiranswers.

I can describeanevent. I knowhowto createemphasisandbuild tensionusingshortsentences. I canmakemywritingmore descriptiveusing similes. Whenthetimeisup, askthemtogiveyouadjectivesforanystrongfeelingsand checkeveryoneknowsthemeaningofeachword. Exercise1 page13 e Studentsdothematchingtaskindividualtyandthencheck in pairs. Encouragethemto referto thewordtistatthe back ofthebook. Checktheiranswers,eticitingquicktranslations fortheharderitems,beforeaskingthemto thinkof situationswheretheymightexperiencethesestates.

KEY Possibleanswers 1 Theroomwasvast,withenormouswindows. Exercises4 page13 o Askthestudentsto discusstheirpersonaImemories,and encouragethemto asktheirpartnerquestions,in orderto helpgeneratecontentfortheirwritingtask. Askoneortwo studentsto reportbackontheirpartner'smemories. Exercise5 page13 o Studentscopyandcompletethe ptanwithbriefnotes.

Exercise6 page Focusonthe instructions. Askstudentsto formdifferent pairsforthisactivity. Exercise7 page Givethe studentsfifteento twentyminutesto writethefirst paragraphor twoof theirarticle. Walkaroundmonitoring andhetpingandencouragingstudentsto self-correct. They canfinishthearticleforhomework.

Exercise8 page Theyshoutdassessthe essayin termsof the criteriain the Checkvourworklisl. An accountof an event r': I canusesynonymsto avoidrepetition. Youcouldpointout thatevenin a richlanguagetikeEnglishthereareveryfew truesynonyms. Wordswhichseemlikesynonymsusuatly differveryslighttyin meaning,collocation,registeror regionaluse. ThedictionaryextractshowshowtheOxford AdvancedLearner'sDictionarygivesinformationaboutthe differencesbetweenthesesynonyms. KEY lcross 2mad 3indignant 4mad Exercise3 page Dothefirstsentencetogetherandthenstudentscontinue theactivityindividuatlyor in pairs.

Makesurethey understandthattheyneedto findanalternativeforbothof the repeatedwordsin eachsentence. TOPIC a. DollytheSheepontheboardandelicitwhatthe studentsknowaboutit.

Askthestudentsto explainwhatcloningis. Exercise1 page14 5minutes. Asktwostudentsto readthedictionarydefinitions. Dividethestudentsintopairs;askhatfof thegroupsto writedowntwoargumentsin favourof cloning;theother half- againstcloning. Askeachstudentto presentoneargument; askthemnotto repeatargumentsalreadypresented. ExerCiSe2 page74 minutes r Tetltheclasstheyaregoingto reada textaboutctoning. Askthestudentsto scanthetextto findtwoargumentsin favourofcloning. Tettthemto ignoreboththegapsandthe sentencesbelowthetext.

KEY peoplewhomisstheirdeadpetswillhavea chanceto getan identicalanimahctoningwillbea sourceof usefulanimalslike specialdogs ExerCiSe3 page14 15minutes o Askstudentsto readtheinstructionsandthetextcarefully.

Explainthatif theyidentifythetopicof eachparagraph,it willbeeasierto narrowtheoptionsto thosesentencesthat deatwiththerighttopic. Exptainthateachmissingsentencewillhavea certain functionin thetext. Thestudents shouldnoticethe positionof thesentencein a paragraph andalsoreadcarefullythesentencesbeforeandafterthe gapto understandthecontext. Tellstudentsyouaregoingto dothefirstpartof thetaskas a class. Askthemto readsentencesA-Fandidentifutwo mostlikelyoptions- theyshouldeasilypicksentencesA andD.

Pointto thewords'thetissue'in thesentenceafter thegapandaskwhatit refersto. Stress'the'andelicit thatthetissuemusthavebeenmentionedbefore. Askthe studentswhetherthereis anytissuementionedin eitherof thesentencestheyhavepicked. Askthestudentsto dotherestofthetaskin pairs, hightightingthepartsofthetextthathavehelpedthemto choosetherightsentence.

Allow minutes,Checkthe answersasa class,pointingto thehetpfutphrasesinthetext. Witha weakerclass,dothe wholetaskasa class. Forgap2, tellonestudentto readoutthesentencesbeforeandafter thegap. Askthestudentswhatthispartofthe textdeals with researchteam ,andwhichsentencesA-Freferto the sametopic. Thenpointto 'thelatter'in sentenceB andask whatit refersto.

Referthembackto theword'disgraced'in thesentencebeforethegap. Askanotherstudentto readoutthe sentencesbeforeand aftergap3. Bythistime,theywillrememberthatsentenceA wasnotusedforgap1. Remindthestudentsto crossoutthosesentencestheyhave atreadyused. Aska studentto readoutthesentenceafter gap4. Pointto thewords'at leastoneofthese'andask what'these'coutdbe. Askthemto tookin theremaining sentencesforwhatcoutdbe referredto as'these'.

Teltthestudentsto readthesentencesbeforeandaftergap 5 andbothremainingsentences. Tellstudentsthatifthey cannotdecidewhichsentencefitsthegap,theyshouldtry to eliminatetheonethatis lesssuitable. Pointto thefact thatsentenceEintroducesa newtopic cloningpeople whichthetextdoesnotmentionat al[.

Remindthestudentsthatin anexam,afterfitlingaltthe gapstheyshouldreadthetextagainto checkit'scoherent. Chooseoneofthe questionsin theexercise. ElicitFrankenstein,andteltthe studentsthatthe textthey aregoingto workwithconcernsctoningpeople. EXerCiSe5 page14 minutes. Readouttheinstructions;stresstheimportanceof spelting in thisexaminationtask.

Tettthestudentsto scanthetextsothattheyknowwhatit is about. Tellthemto ignorethegapsat thisstage. Askstudentsto workindividualty. Askthemto readthetext oncemore,aloudsothattheycanhearthemselves. While readingtheyshoutdfillthosegapsthatseemobvious.

Advise strongerstudentsto repeattheprocess. Allow minutes. Gothroughthetextasa classwithstudentscontributing theirwordsforeachgap. Aska studentto readoutthetext. Forthegapsthatstilt remainunfilled,helpthestudentswiththerightanswer, e. Explainthatif an indirectquestionis frontedwhetheris used,notrf. Askthestudentsto discussthetopicin pai: Askthe studentsto prepareto argueeitherforor againstthe idea of cloninghumans.

Alternatively,askthemto preparea minutepresentationeitherforor againsttheidea. I havepractisedreadingcomprehensionthrougho matching task. I havepractisedvocabularythroughcompletingagap- filling task.

Getreadyforyourexamt g Speaker3 Theonlyfilms [ikearesci-fiandfantasy. I love fitmsthataresetinthefar-distantfuture,tikeBladeRunner,for example. Themain character,ptayedbyHanisonFord,isanex-copwho'sbroughtout ofretirementto helpfindanddestroythingscalled'repticants', whicharebasicallygenetically-engineeredrobotsthatare indistinguishablefromhumans. Theseman-maderepticantshave super-humanstrengthbuttimitedlifespansandtheywantto force thepeoplewhocreatedthemto prolongtheirshortlives.

I guess thefilm'sreallya futuristicdetectivethrilter. Exercise2 pase15 6 1. Thenplaythe recordingforthemto checktheiranswers. Pointoutthatthe wordsarenotin order. Tocheckcomprehension askquestionsaboutsomeof thewords,e.

Which compoundadjectivemeons: Onceyouhave gonethroughtheanswersasa class,checkcomprehension of someof thewordsandphrasesbyaskingquestions. Asa generalrulethisis the mosteffectivemethodof checkingthatstudentsunderstand.

KEY 1 engineered 2 action 3 heart 4 moving 5 man 6 witted 7 cool 8 time 9 run 10 raising 11 narrow 12 self Exercise3 page15 o Dothefirsttwotogetherandthenaskstudentsto complete theexercisealoneor in pairs,writinga or b nextto the word. Checkanswers,thenaskstudentsto readthe informationin theLearnthis! KEY a 7, 6, 7, 17, 72 b 2, 3, 4, 8, 9, t0 Exercise4 page1s.

Putstudentsintopairsandgivethema timetimitofthree minutesto comeupwithasmanycompoundadjectivesas theycan. Writetheirwordsontheboardandclearup anV questionsaboutmeaning. Askthestudentsto thinkwhatis importantforthemwhen choosinga bookto readordecidingwhichfilmto see. They shouldmakea listof fourfactorstheymightconsider. Give thema minuteto thinkandthenputthemin pairsandask themto findoutiftheirpartnerhasthesamefactorsin mind.

Aska fewstudentsto feedbackto the class.

Related titles

Exercise1 pase15O 1. Focusonthe photosandaskstudentsto identifythe films. Tellthemtheyaregoingto hearthreespeakerstatking aboutthe fitmsin the photos. Askthemto predictwhat positivethingstheyaregoingto hearaboutthesefilms. In a weakerctassit wouldbealsobe usefulto pre-teach: KEY 1 setin the realworld,it's heart-warming 2 it'saction-packed,DanielCraigis cool 3 it'ssci-fi,youcanwatchit overandoveragain Transcript1.

Oneof my all-timefavouritesis Billy Elliot. Buthisdadand brother. Butwhen hisdad getsto seehisson dance,he comes roundto the ideaand letsBitlygoto balletschool. Speaker2 reallylikeaction-packedthrillers,with a fast-moving r. Hegetsinvolvedin somehair- z'si-g ao'. Forfurtherpracticeof Compoundadjectives,go to: Stories KEY Possibleanswers big-headed,big-hearted,broad-minded,broad-shouldered, cold-blooded,cold-hearted,empty-handed,empty-headed, fair-skinned,fair-haired,fair-minded,kind-hearted, tong-legged,narrow-minded,single-minded, single-handed donebyonepersonalone,withoutanyhelp , thin-haired,thin-skinned oversensitiveto criticism ,wide-eyed Exercise5 page Studentsdotheexerciseindividuatlyor in pairs.

Georgeis quick-thinkingandkind-hearted Georgeissmallandslim-built,whileLennieista11and broad-shouldered Theendingis heart-breaking Thehundred-pagenovelisa fantasticread Exercise6 page Demonstratebygivingyourownexampleof 1 and2. Studentscontinuethe exercisein pairsbeforefeedingback to theclass.

KEY Sometypicalcollocationsinclude: Makesuretheychoosea characterwhoothersmayknow. Studentsdescribetheircharactersin pairsor smallgroups. Forfurtherpracticeof Compoundnouns,go to: Notesfor Photocopiabteactivity2.

Referstudentsto VocabularyBuilder2. Allthe dominoesaredealtoutfacedown,equallyto all players. Thenext ptayerattemptsto putoneoftheirdominoesdownbutif it is notpossiblethenthe nextplayercantry. Thiscontinues untilaltdominoesareonthetable.

Thefirstoersonto use atttheirdominoesisthewinner. Thefirststudentbeginstalking abouta fictitiousfilmandusesoneofhiswords. Thenthenext studentinthecirclecontinuestheoralfilmreviewanduses oneofhiswordsandsoonuntilallthewordshavebeenused. Thesecondsetofdominoesisto be usedafterlesson34 as a quickreviewof strongcollocations. WhathaveyouleornedtodayTWhatcanyoudo now? I can understandandusea rangeof compoundadjectives.

Givethem minutesforthis. Exercise1 page16 o Askthestudentsto dothetaskindividuallyandthencheck answersin pairsbeforewholeclassfeedback. Tellthemthattheyshouldfittin thegapswith'functional'or grammarwords,suchasprepositionsandadverbs,andnot 'content'words,whichcontainconcretemeaning.

HewotchesTVfor four hours everyday? HewatchesfourhoursofW a day 3 AsktWhat'sonotherwayof soying: WhoareyourpeersT Otherpeopleof the sameage 4 Ask: What'stheoppositeof holf aslikely? Twiceas likety nottwicemoretikely 7 Write: Askwherethestress falls subsequent ,elicita synonym later.

Doesthatmeonthesame ashefailedhisexams? No,it meanshedidn'tgraduate,fail to meansnotdo somethinge. KEY 1in 2of 3 than 7in 8Bv 9on 10 of 11 with 12 such 8 Write: Elicitthe prepositions 1: Explainthatif comparisonisfollowedbya comma,asin thetext,we use by. Askwherethe stressfalls attentiondeficit Askfora paraphrase inabitityto pay attentionforlong.

Whotis a learningdisorder? A conditionwherechildren havedifficultyreading,writingor doingmathematics. No Finatly,askstudentsto tellyoutheadjectiveformof behaviour behavioural ,cause causaDandchallenge challenging. J I supposeIwatchquitea lot I tiketowatchthenewsandfindoutr what'sgoingonintheworld. Andumweusualtysitdowntogether afterdinnerasa familyandwatchtelty Wetikethesamekinds ofthings,luckity.

I Wewatchdramasandfilmsmainly,andserieslikeHeroes. I Heroesisgreat. C I'mwithJoannaonthat. Thestoriesarefascinating,asarethe characters- reallywelldrawn. S I preferseriestikelosf. Thestoriesandcharactersaregreat too,butunlikeHeroes,losf is setin therealworld. J I'ma bigfanoflosttoo,butIwouldn'tsayit'ssetinthereal world. InfactoneofthereasonsIwatchit isto escapefromthe realworld. Youcanreallyloseyourselfin programmestikethat. C Welt,ourfamilycanneveragreeonsomethingto watch.

My mumandsisteralwayswantto watchromanticcomediesorslushy sitcoms. Meandmydadatwaysgoforthethrillersortheaction- packedblockbusters.

ButI guessit'sjustthatmenandwomen havedifferenttastes. J Ithinkthat'sjuststereotypingpeopte,I don'tthinkit holdstrue foreverybody. I'mnota bigfanof rom-coms,likeyourmumand sister- prefersomethingwitha bitofaction C Theexceptionthatprovestherule!

J Yeah. S losl'sstartingin a fewminutes. Exercise4 page Studentscompletethe exercisein pairsreferringto the wordlistif necessary. Aska studentto summarisethe informationin thetext. Goroundmonitoringastheydo so,listening, correctingandofferingyourownopinions. Exercise3 page16 O 1.

Teach and learn English

Tellthemtheyaregoing to hearthreepeoplediscussingtelevision. Brainstormas a classthe reasonswhypeoplewatchtelevisionandwrite theirideasontheboard.

Askthemto ooentheirbooksand comparethewordsin the boxwiththeirownideas. Playthe recordingandaskstudentsto writedownthewords whichhelpedthemanswerthequestion. KEY Relaxation givemybraina rest Gettingnews watchthe news Familyactivity sitdowntogetherafterdinnerasa family Escapism toescapethe realworld Transcript1.

I doit to unwindrealty,andgivemybraina rest. C Yeah,yeah,andMumcomesinandshe'slike,'Whyareyou watchingthatrubbish? Butthey'rejust asbad,foreverwatchingcheesysitcomsandquizshows. MymaincriticismofTVthesedaysisthewaywomen areportrayed. Thewomenandgirlsareallin relationshipswithguysandtherelationshipsare,um,nothinglike whathappensintherealworld.

S Yeah,Ithinkyou'rerightabouttheworldweseeinW programmesnotbeingrealistic. There'salwaysa beginning,a middteandanend- usuallya happyone- andthingsjustaren't tikethatin reallife.

C Storiesareatwaystikethat,though,whetheronW orin books orwhatever. Exercise5 pagere o Askthefirstquestionto oneortwostudentsasa demonstration,makingsurestudentsgiveexpansive answers,thenstudentscontinueaskingthe questions in pairs. Attheend,gothrougheachquestionasking individualsto reportbacktheirpartner'sanswer, encouragingthe restofthe classto react.

Exercise6 page16 O 1. Ptaythe recordingfor themto check.

Highlightthe useofthe presenttenseto talkaboutthe past in sentencea. Thepresenttenseis oftenusedinsteadof pastin this kindof narrative.

KEY alike blike clike dlike eas f unlike Exercise7 page16 r Studentsdotheexerciseindividuallyor in pairs. KEY 1b 2c KEY 1 to unwind 2 rubbish 3 slushy 4 areportrayed 5 we[[-drawn 6 set 5d 6a 3e 4f Forfurtherpracticeof asand likego to: Exercise8 page16 r Studentsdiscussthequestionin pairsorsmallgoups.

Have a briefclassfeedback. I candiscusstheeffectsofTVon children. I cantalk aboutmy TVviewingpreferences. I cantalkaboutsimilarities anddifferencesusingas, likeandunlike.

Theothersideisforthosewhobelieveyoushouldberealistic andhaveyourfeetonthegroundandin thatwayyouwillbe happy. Askthestudentsto choosetheirside. Dependingon thedistributionof students,youcouldputthemin pairsor smallgroupsacrossthecentrelineandaskthemto defend theirposition,or encouragedebatefBtweenthetwogroups. Exercise1 page Readthedefinitiontogether,explainingif necessary prosperity beingsuccessfulandearningmoney and irrespective withouttakingsthintoconsideration. Let studentsconsidertheirviewsin pairsbeforeelicitinga few opinions.

Exercise2 paget7. Seta timelimitof four minutes. Witha weakerclass,gothroughthe firsttwo gapstogether, elicitingwhatclassofwordis neededto goin thegaps adjective,noun,etc. The differencebetweenthetwowordsisverysubtle. Indication is a signthatsomethingis happeningorwhatsomebody is thinkingor feelinge.

Thereareindicationsthatthe economyisslowingdown. Indicator,ontheotherhandisa sign,thatshowswhatsomethingis like,e. KEY 1 dramatist 2 financial 3 insistence 4 indicators 5 employers 9 prestigious 6 painfutty 10 guilty 7 pretence 8 enthusiastic Exercise3 page1z. Studentsdothe exerciseindividually. KEY 1 experience 2 attract 3 setup 4 overturn 5 financial 5 social 7 titerary 8 communist Exercise4 paget7 o Studentscando bothpartsof theactivityindividuallyor in pairs.

Checkanswersto the matchingactivitybeforethe studentswritetheirsentences. Asyougothroughtheanswerselicitor explainmarital sfofus whetheryou'resingle,married,divorced,etc. Explainthatto havesympathy uncountabte meansto feel sorryfor,orto understandor careabouta person'sproblems. Thecountablenounsympothresis usuallyplural,goesafter anadjectiveandmeansshowingsupportfora politicalcause. KEY a reacha verdict b serveon a committee c causehardship d drawattention maritaIstatus right-wingsympathies covetedaward considerabtehardship e f c h Exercise5pagerzO1.

Encouragestudentsto sitbackandenjoythe playwithout beingdistractedbyunknownvocabulary. KEY t Tnnscrlptr. Wilty lt'sattright. I cameback. L Why? W No,nothinghappened.

L Youdidn'tsmashthecar,didyou? W I saidnothinghappened. L Don'tyoufeelwelt? W I'mtiredtothedeath. I couldn'tmakeit. Ijustcouldn'tmake it,Linda. L Wherewereyouallday? W I gotasfarasa littleaboveYonkers. I stoppedfora cupof coffee. Maybeit wasthecoffee. L What? W I suddenlycouldn'tdriveanymore.

Thecarkeptgoingoffon totheshoulder,y'know? I don'tthinkAngelo knowstheStudebaker. W No,it'sme,it'sme. SuddenlyI realizeI'mgoin'sixtymilesan hourandI don'trememberthelastfiveminutes. I'm- can'tseem to - keepmymindto it. L Maybeit'syourglasses. W No,I seeeverything. I camebacktenmitesanhour. DeathofaSalesman Unit2. L Well,you'lljusthaveto takea rest,Witty;youcan'tcontinue thisway. W IjustgotbackfromFlorida.

L Butyoudidn'trestyourmind. Yourmindisoveractive,andthe mindiswhatcounts,dear. W I'ttstartoutinthemorning. MaybeI'llfeelbetterinthe morning. L Takeanaspirin. ShouldI getyouanaspirin? W Iwasdrivingalong,youunderstand? AndI wasfine. Youcanimagine,melookingatthe scenery,ontheroadeveryweekofmylife. Butit'ssobeautifulup there,Linda,thetreesaresothick,andthesuniswarm.

I opened thewindshietdandiustletthewarmairbatheoverme. Andthen allofa suddenI'mgoin'offtheroad! I'mtellin'ya,I absotutely forgotIwasdriving. SoIwentonagain- andfiveminutes laterI'mdreamin'again,andI nearty- havesuchthoughts,I havesuchstrangethoughts.

Exercise6 pase17O 1. Letthemdiscussthequestionswitha partner,iustifoing theirreasons. KEY 1 He'sphysicattyandmentallyburnedout. Hefeelstired to deathandhisfeetarehurtinghim. Heis constantly distracted bythebeautifulsceneryforexample andunable to focus. Heistroubledbysomestrangethoughtsand bewilderedbyhisownbehaviour. Weknowthisbecauseshetries to findreasonsforwhathappenedto him,probablyto reassureherselfasmuchashim.

Exercise7 page17O 1. Explainthattheyaregoingto listento anotherextractwhich followsstraighton fromthe first. Askstudentsto read throughtheglossaryandthenelicitpredictionsaboutwhat theywilldiscuss. Again,encouragethemto puttheirpens downandiustsitbackandlisten.

Tatkto themagain. There'snoreasonwhyyou can'tworkin NewYork. Willy Theydon'tneedmein NewYork.

Follow NGL Life on:

L Butyou'resixtyyearsotd. Theycan'texpectyouto keep travellingeveryweek. W I'llhaveto senda wireto Porttand. I'msupposedto seeBrown andMorrisontomorrowmorningatteno'clockto showtheline.

Goddammit,I couldsellthem! L Whydon'tyougodowntotheptacetomorrowandtellHoward you'vesimplygotto workin NewYork? You'retooaccommodating, dear. W lf oldmanWagnerwasaliveI'da beeninchargeofNewYork now!

Thatmanwasa prince,hewasa masterfulman. Butthatboy ofhis,thatHoward,hedon'tappreciate. L Whydon'tyoutellthosethingsto Howard,dear?

W Iwill,I definitetywitt. L I'l[makeyoua sandwich. W No,goto sleep. The boysin? L They'resteeping. HappytookBiffona datetonight. W Thatso? L ltwassoniceto seethemshavingtogether,onebehindthe other,inthebathroom. The whotehousesmellsofshavinglotion. W Figureit out. Worka lifetimeto payoffa house. Youfinatty ownit,andthere'snobodyto tiveinit. L Well,dear,lifeisa castingoff.

W No,no,somepeople- somepeopleaccomplishsomething. L Youshouldn'thavecriticizedhim,Witty,especiallyafterhejust gotoffthetrain. W WhentheheltdidI losemytemper? L But,dear,howcouldhemakeanymoney? W There'ssuchanundercurrentin him. Hebecamea moody man. Didheapologizewhen leftthismorning?

L Hewascrestfallen,Witly. Ithinkif hefindshimself,thenyou'tlbothbehappierandnotfightanymore. W Howcanhefindhimselfonafarm? Inthebeginning,whenhewasyoung,Ithought,well,ayoung man,it'sgoodforhimto tramparound,takea lotofdifferentjobs. Butit'smorethantenyearsnowandhehasyetto makethirty-five dollarsa week! L He'sfindinghimsetfiWitly. W Notfindingyourselfattheageofthirty-fourisa disgrace!

L Shh! W Thetroubleishe'slazy,goddammit! W Biffisa lazybum! L They'resleeping. Getsomethingto eat. W Whydidhecomehome? L I don'tknow. W BiffLomanis [ost. Inthegreatestcountryin theworldayoung manwithsuch- personalattractiveness,gets[ost.

Andsucha hardworker. There'sonethingaboutBiff- he'snotlazy. L Never. W I'llseehiminthemorning;l'llhavea nicetatkwithhim. I'ltgethima jobselling. Hecouldbebigin notime. Rememberhowtheyusedto fottowhimaroundin highschool? Whenhewalked downthestreet Exercise8 pagerz f r. HecomplainsthatBiffis lazythensayshe'sa hardworker. HesaysBiffis a moodymanthensayshehasanattractive personality. Exercise9 page77 o Putstudentsin differentpairsto discussthequestions. Aftera fewminutesasksetectedoairsto summarisetheir conversations.

Whatcanyou donow? I canunderstandanarticleaboutArthur Miller. I canunderstandandreactto an extroctfromDeathof a Salesman. Putthestudentsin pairs. Askthemto lookatthe ohotoon page18anddescribeit in asmuchdetailaspossible.

After oneminute,askthemwhattheythinkmighthappennext, givingreasonsfortheirsuggestions. Lordof the Fliesishis bestknownnovel,publishedin Lordof the FliesThebookis aboutwhathappenswhen a groupof boysarestrandedon a deert island,lt covers themessuchasleadership,moralchoices,civitised versusanimalbehaviourandthegroupversusthe individual.

Twofilmsof Lordof theFlieshavebeenmade -int and Askstudentsto discussthequestionsin pairsthenhotda classfeedback. Refer themto theglossaryandwarnthemthatnotallthe questionsarein thesameorderasthetext. KEY 1 Theyhavebeenmaroonedon a desertislandfollowinga planecrash.

Exercise3 page Remindstudentshowto approachthiskindof readingtask. Askthemto rereadthetextupto the [ine12carefulty,stop at thegap,lookatthesentenceafterthegapandtryto predictwhatkindof informationmightcomein between.

Thenreferthemto theideasa-h andseeiftheideathey predictedisthere d- retatesto thesentenceafterthegap andmirrorsitslanguage. Duringfeedbackaskstudentsto explainthe linguisticand or conceptual[inkbetweenthe insertedsentencesandthe sentencesbeforeandafter. KEY 1d 2 h thenhisvoicecameafrerbeingsilentfor a moment 3 b beinghitinthestomachbyJackmadehimsitdownwith a grunt glasses- specs spectacles laugh- laughterrose Studentsdothetaskindividualtyandcomparetheiranswer witha partnerbeforefeedback.

KEY 1 Thedepressingtruththattheycouldhavebeenrescuedwas beingpassedonfrompersonto person. Ralphrepresentedsensible behaviourandaninabilityto comprehendJack'srashness. Theydothetaskindividuallythencomparetheiranswers witha partner.

Makesurestudentsunderstandthe meaningof defiance rebelliousness,refusalto obeyorders. KEY Hisvoicewasloudandsavage,andstruckthemintosilence. Whenheheardthe huntersagreethatheshouldn'thave letthe fire outTheboltinglookcameinto hiseyesandhe hit Piggyin thestomach.

He's alwaysshouting. HisvoicewasshakywhenhewasangrywithJack,he laughedatjackwhenhedidn'tmeanto,hestepped forwardwhenJackthreatenedPiggybutdidn'tstophim fromhittinghim 2 3 unit2. You just clipped your first slide! Clipping is a handy way to collect important slides you want to go back to later.Exercise1 page6 r Focuson the photoandquestionsandestablishthe differencebetweeninherited viaone'sgenes andacquired viaone'senvironment ,thenaskstudentsto discussthe questionsin pairs.

About Tim Falla. The others all mean the the team. Thedictionary showshowthe Oxford extract givesinformation Advanced Learner's Dictionary aboutthe differences between thesesynonyms o Stu dent do t he t as ki n d i v i d u a l la n dc h e c k e i ra n sw ers s v th with a partner KEY lc r os s 2m ad 3 i n d i Andumweusualtysitdowntogether afterdinnerasa familyandwatchtelty I knowhowto createemphasisandbuild tensionusingshortsentences.

We could hire a coach to 7 to believe overload. Withhindsight, asI recall,picturesthcleorly,ingrainedin one'smemory, reminisceoboutthegoodold days. Read through and discuss preparing to sell their houses for him!

The Video podcasts showpeople giving their opinions about the topics in the book and illustrate some of thestrategies that will help our students become more effective communicators.

DIGNA from Spartanburg
Also read my other articles. I am highly influenced by woodball. I fancy sharing PDF docs zestfully .