TAILIEUCHUNG - English file upper intermediate teacher's book part 3

Most of the cut-up activities also work without cutting up. TT in a hurry should follow the alternative instructions. SS in pairs who are using A/B sheets should sit face to face if possible. This encourages them to talk to each other as well at not letting them see each other's information. | Now get SS to test each other. A with sheet says a letter of the alphabet and the gapped sentence definition B with sheet face down has to remember the word. After a couple of minutes they swap roles. 48 You re the judge A discussion activity to give SS more practice with the vocabulary of crime. Copy one sheet per student. LANGUAGE I think he should be given a life sentence because his crime is very serious . Give out the copies. Explain to SS that they have five situations and for each one they must decide on the punishment. Give them five minutes to read the situations and make their choices. Emphasize that if they choose a fine they must also decide how much in local currency and if they choose a prison sentence they should specify how long. In small groups of three or four SS debate the best punishment for each situation giving their reasons. They should try to agree between them on one sentence . Monitor and correct any misuse of the crime vocabulary they have just studied. Get feedback to see what sentences SS proposed for each situation. 49 Guess the sentence A pairwork activity to revise reported speech. Copy one sheet per pair and cut into A and B. LANGUAGE I apologized to Ros for losing the book . We regretted staying in that hotel. In pairs SS sit face to face. Give out the copies to A and B. Demonstrate first by writing on the board. The teacher suggested _ after class. Write the complete sentence in big letters The teacher suggested having a coffee after class on a piece of paper but don t show it to the class. Tell the class they have to guess the missing words. Elicit possible completions from SS until someone says having a coffee and then show them the piece of paper so they can see they ve said exactly what you had written down. Explain that half of their sentences have gaps and their partner has the complete sentence. In turns they must read their sentences to each other completing the gap in a logical way until they say the exact sentence that

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