 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
In lesson 14B you practise:
. in vs on and prepositions at the end of questions
. other, another and one another
1 Shadow read the text. Read and say it at the same speed as the recording. Be careful with final consonants. Don't add an extra syllable.I don't really know. I can't speak any other languages, apart from Portuguese of course. I've only ever tried to learn English. I suppose it hasn't been too hard, although modal verbs and prepositions are really difficult! And there are so many phrasal verbs!
I've always loved English. I started learning as a child, singing Beatles' songs and reading poems at school. I've been to lots of language schools. I don't know how many courses I've done. I've already taken TOEIC. I got a 520 and I was really pleased. I've just started a CPE course but I know it'll take me at least two years. I'd love to go to England - I haven't been there yet! It's been my dream since I was a little girl. One day .!
I love watching sub-titled movies and I read a lot too. I've started reading the news in English on the Internet. I'm always trying to use my English - especially with the tourists here in Rio. I think that's the secret of learning - using every opportunity to practise.
2 Pronunciation. Circle the word you hear.| 1. book | bookie | |
| 2. cook | cookie | |
| 3. good | goodie | |
| 4. push | pushy | |
| 5. men | many | |
| 6. dream | dreamy | |
| 7. cough | coffee | |
| 8. yet | yeti |
3 Listen and repeat the sentences.
4 Are these sentences right or wrong? Correct the wrong ones.
1. Do you speak other language?
2. I don't speak another languages.
3. I don't speak any other languages.
4. She speaks two others languages.
5. We have been teaching each other a new language.
5 Collocations. Put the words in the correct column.
class the radio italics bold the map the queue the photo page 3
the mirror capital letters the menu pen the coast the newspaper
Portuguese paper France the way home TV/DVD/CD the Net
in on_____
class the radio
Professional Tip
Here are some useful rules:
. use on + ELECTRONIC MEDIUM: net, CD, video, phone. + on the page/map/paper
. use in + PAPER/WRITING (except for the word paper itself) and PRINT
. use on + ELECTRONIC MEDIUM: net, CD, video, phone. + on the page/map/paper
. use in + PAPER/WRITING (except for the word paper itself) and PRINT
6 Complete the questions. Listen and repeat.
1. Which private language schools have you been______________________?
2. How many schools have you studied ______________________?
3. Do your students agree______________________ your grades?
4. Which foreign countries have you been ______________________?
5. Which aspects of language learning are you good ______________________?
6. Are your students afraid ______________________ you?
7. I normally look ______________________ their roleplays before they do them?
8. Do you talk ______________________ your students in English all of the time?
9. What do you talk to your students ______________________?
10. Who do you usually go on holiday ______________________?
11. What do you listen ______________________ in class?
12 Do you wait ______________________ all of your students to arrive before you start?
|
A lot of nouns, adjectives and verbs go with a preposition (for verbs, see list in 13C) E.g. difficulty with, afraid of, look at When the noun, adjective or verb is put at the end of a sentence or clause, the preposition goes with it. What are you afraid of? Who are you talking to? |
7 Teacher Talk.
a Listen and write down the jargon terms
b Which of these words do you use with your students in class?
Professional Tip
. Talking about grammar and using jargon can worry students. Some can find it difficult to understand and so believe they can't learn a language.
. It's usually a good idea to start with the meaning of a language item first. Then, when students feel confident and can use it, give them some information about the form, part of speech, etc.
. However, it does help students to know what you're going to do in the lesson and give context, e.g. by starting We're going to listen to a CD today about someone who lives in the US, or We're going to look at ways of talking about the past.
. It's usually a good idea to start with the meaning of a language item first. Then, when students feel confident and can use it, give them some information about the form, part of speech, etc.
. However, it does help students to know what you're going to do in the lesson and give context, e.g. by starting We're going to listen to a CD today about someone who lives in the US, or We're going to look at ways of talking about the past.
8 The characteristics of a good language learner. Read the statements. Do you agree with them? How do you encourage your students to be better language learners?
Good language learners:
a) want to learn. They are motivated.
b) can work without the teacher's help. They are independent. If they want help, they ask for
it.
c) like doing things in English outside the classroom, e.g. going to the cinema, reading books,
surfing the net, etc.
d) practise new language and don't worry too much about making mistakes.
e) use a dictionary to look up every new word.
f) have a natural feel for the language and are good at guessing.
Professional Tip
Here are some ideas to help students become better learners:
. Help them become independent by teaching them study skills. Do they know how to use a dictionary to check spellings, meanings and parts of speech? Do they know how to use the sections of their textbooks: the index, contents page and reference sections? Where and how do they record new words and grammar in their exercise books? Is it a good way? The only way?
. Encourage them not to worry too much about making mistakes. Tell them they have to make mistakes to learn the language.
. Ask students to look for patterns in the language. Encourage them to discover the patterns rather than telling them, e.g. spelling, word stress and pronunciation.
. See if they can join an English-speaking 'chat group' on the internet. Find ways to give them authentic practice. Perhaps they could write emails to students at a school in Britain, the USA, Australia or New Zealand or to students who want to practise their English in Germany, France, or Argentina.
. Help them become independent by teaching them study skills. Do they know how to use a dictionary to check spellings, meanings and parts of speech? Do they know how to use the sections of their textbooks: the index, contents page and reference sections? Where and how do they record new words and grammar in their exercise books? Is it a good way? The only way?
. Encourage them not to worry too much about making mistakes. Tell them they have to make mistakes to learn the language.
. Ask students to look for patterns in the language. Encourage them to discover the patterns rather than telling them, e.g. spelling, word stress and pronunciation.
. See if they can join an English-speaking 'chat group' on the internet. Find ways to give them authentic practice. Perhaps they could write emails to students at a school in Britain, the USA, Australia or New Zealand or to students who want to practise their English in Germany, France, or Argentina.
9 Update your Portfolio. Look at Exercise#8 again. Which of those qualities do/don't you have? Record your answers on your Portfolio cassette.
à go to Unit 14 C
