Integrated skills
objectives
To identify specific characteristics in a description of goldfish .
To listen for detail and extract specific information .
To use knowledge presented in written text to infer general meaning and context .
To listen for specific information to complete a conversation .
Part A
teaching procedures
1. create an interest in the situation .Bring a picture of a goldfish to class and ask students to make comments about it. Why do people like fish as a pet? Elicit information from students about the fantail goldfish . You might like to ask students to review the words learned in the vocabulary section.
2. Tell students that they will listen to a talk giving information about fantail goldfish in partA1.Before playing the recording ,ask students to read the list of notes that that Peter is making while he is listening .Encourage students to guess the veracity of the statements ,based upon their own knowledge. Ask students to write their guesses in pencil before listening.
3. play the recording and ask students to confirm or change their initial responses. Check answers with the whole class.
4. Ask more able students to do the extra exercise .You can also ask them to correct the false sentences.
5. Ask students to read the leaflet in part A2 about how to look after a fantail fish. Students check the meanings of the statements.
6. Ask students to make three positive instructions and three negative instructions using the information in the leaflet. Tell them that they should refer to the table on page 95 for help in choosing the correct modal verb for each sentence.
7. Ask six students to read out one sentence each .Have another six students write the answers on the board.
8. Ask students to read the phone conversation in part A3 between Amy and Peter. Tell students to use their own knowledge gathered so far to guess which words best fit the gaps before playing the recording .Tell them to write their guesses on a piece of paper or in the margin.
9. play the recording again so that students can check their initial choice of words . While listening ,they can confirm or change their initial responses.
10. Ask students to form pairs and read the conversation to another pair .Each pair checks the correct choice of words . If there are disagreements ,students should make notes and discuss after the conversation is completed.
11. Ask a more able pair to present the conversation to the class .Check correct use of words and clarify any disagreements.
Part B
Objectives
To ask and respond to questions about favourite pets .
To respond by stating opinions .
To ask for explanations of opinions and respond appropriately .
teaching procedures
1. Ask students to work in pairs to read Daniel and Amy’s conversation .Then ask them to change roles and read the conversation .Then ask them to change roles and read the conversation again.
2. Ask students which animals they like any why .Encourage them to make notes.
3. Ask students to prepare their own conversations using Daniel and Amy’s conversation as a model .Encourage them to modify and adapt using the phrases ‘ I’m fond of …’ ‘I hate….’ ‘I dislike ….’ and ‘I’m crazy about….’. If necessary ,provide them with the useful expressions in the column on the right .For less able students ,review the meanings of the phrases. Allow them to simply replace the underlined words in the model conversation with their own ideas.
4. Give students a few minutes to practice then ask some pairs to present their conversations to the class. Remember that students should be able to produce their conversations with fluency ,eye contact and linking words .Remind them to keep sentence stress in mind when thy are speaking.
Useful expressions
I don’t like animals.
My sister has a….
I play with my dog in the park.
My cat likes eating….
Cats are very clean .You don’t have to bathe them.
They should teach their dog not to….
You must find someone to look after…
While you are on holiday . |
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