Grammar Unit 7

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Vocabulary 3 Agreeing and disagreeing , Living English B1 3 Vocabulary Agreeing and disagreeing

Transcript of Grammar Unit 7

Page 1: Grammar Unit 7

Vocabulary 3

Agreeing and disagreeing

, Living English B1

3 VocabularyAgreeing and disagreeing

Page 2: Grammar Unit 7

Student A Student B

? ?? ? ?

? ? ?? ?

? ? ?

The comparison challenge

, Living English B1

3 Grammar 1The comparison challenge

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World records

, Living English B1

3 Grammar 2World records

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Grammar 33

Ask politely.

, Living English B1

3 Grammar 3Ask politely.

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Communication 3

Student A

Find the difference.

Find the difference.Student B

, Living English B1

3 CommunicationFind the difference.

Page 6: Grammar Unit 7

Teacher’s notes Photocopiable Worksheets

© Pearson Education Limited 2007, Living English B1

Agreeing and disagreeing

Unit 3 Vocabulary

Procedure

Give each student a copy of the worksheet and tell them to look at the box, which shows different degrees of agreement and disagreement. Read through the different expressions, checking that the students understand them.

Tell them to read the sentences below and write a number next to each sentence to express their opinion e.g., if they strongly agree with the fi rst sentence they write number 1 next to it. Go around the class helping the students with any problematic sentences.

Give an example to the whole class by expressing your opinion about one of the sentences, giving reasons for why you think what you do. Now have the students compare their answers in small groups of three or four. Encourage them to give reasons for their opinions.

The comparison challenge

Unit 3 Grammar 1

Procedure

Cut the worksheet into three sections as indicated and give a copy of the board game and a dice to each pair of students. Give a copy of Student A questions to one of each pair and a copy of Student B questions to the other.

Focus their attention on the rules and go through them, making sure that the students know how to play the game.

The students shake the dice to see who goes fi rst, then move around the board making comparative sentences with the words provided and answering their partners’ question when they land on a ? square. If the students answer all eight of these questions they no longer have to do anything on the ? square. The winner is the fi rst to reach fi nish.

World records

Unit 3 Grammar 2

Procedure

Give a copy of the worksheet to each pair of students. Tell them to complete each question by forming the correct superlative form. Then tell them to discuss the three options and choose which answer they think is correct.

When they have fi nished, have the students exchange their papers with another pair of students so that they can correct each other’s. Get individual students to read the question and their answer and discuss the correct answer with the whole class.

Answers

1 c 2 b 3 a 4 a 5 c 6 c 7 c (in a hotel in Switzerland) 8 c 9 a 10 c 11 b 12 a

Ask politely.

Unit 3 Grammar 3

Procedure

Divide the class into pairs and give a copy of the language school receptionist role card to one of the two and the language school student role card to the other. Tell the students to read the information and go around the class helping with any diffi culties.

Tell the students to act out the situation. Remind the student to use indirect questions and encourage them to elaborate the dialogue in any way they want.

Ask for volunteers to act out the situation for the rest of the class. Correct any problems with the indirect questions when they have fi nished.

Now do the same with the hotel role cards, making sure that the secretary now plays the role of client and the student now plays the role of the receptionist so that all students have a chance to practise indirect questions.

Find the difference.

Unit 3 Communication

Procedure

1 Divide the class into pairs and give a copy of worksheet Student A to one of the pair and Student B to the other. Tell the students not to look at each other’s paper.

2 Focus their attention on the example and tell them to describe their pictures in a similar way or ask questions in order to fi nd ten differences. Go round the class as they do this helping with vocabulary and correcting any mistakes.

3 When they have fi nished, have each pair look at both pictures together and have different students report back on the differences.

Answers

1 number of tents 2 number of blankets 3 size/age of boy with torch 4 number of spades 5 girl eating chocolate/writing with pen and paper 6 size/age of boy with axe 7 number of dogs 8 fi rst aid kit 9 number of umbrellas 10 rope swing