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  • New Pass Trinity 7-8 Teacher's Book

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    Ra Plan
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    Libro inglés

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    5K visualizzazioni50 pagine

    New Pass Trinity 7-8 Teacher's Book

    Caricato da

    Ra Plan
    Libro inglés

    Copyright:

    © All Rights Reserved
    Scarica in formato PDF o leggi online su Scribd
    Segnala contenuti inappropriati
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    | Shannon West Laura Clyde Roz Varuzza ~ Trinit ty Teacher's Book Trinity Grades ISE II ial i 4 1 i i contents Procedures file 4 Diagnostictest 8 PEI ees er Review units 1-3 7 OE a nH EEE es 20 Mees a i Review units 4-6 e ONE ET ESS rs Te eee res pa MES TEE a crs 26 On iP Tics Review units 7-9 29 UOT Se ET eS Et) PRRs ME ene ence eo Review units 10-12 Writing File -Key Recording scripts | . es Coc Ls Mae a Procedures file Diagnostictest 8 t ; RPE 1 National & local produce & product im a 7 , PeamuNit2 Education 12 i x | i UNIT 3 Early memories ie | i Review units 1-3 7 i ; Ue TET eT a it | MME nee Ei 7 i Menem ne i : | Review units 4-6 B L co MMearirriemmenn rn een 24 | uu Fy | Munir Personal values & ideas | eo | ORNit9 Public figures | Review units 7-9 29 TESTS en ee cred 30 Gear MMe eee ed a Review units 10-12 36 ‘Writing File Key 36 Recording scripts 38 Procedures file Listening tasks Stage Af there's a picture to illustrate the topic, elicit information from your students which will help: prepare them for what they're going to listen to, e.g. in Unit2, page 14 the photos people studying can be used as prompts to ask students what they know about the subject area. Stage 2 Tall students what kind of conversation they're going tobe listening to, eg. a candidate and examiner talking about the candidates topic, or a radio presenter giving answers toa quiz. Stage 3 Before students listen, go through the task/s they have ‘todo while listening, using the following procedure: 1 Getstudents to read the instructions. 2. Askstudents to volunteer to tell you what they have to dor this could be in the students frst language (U1) if you are teaching in a mono-lingual environment and you speak the L1 yourself 3 Selecta student who you are reasonably sure will hhave understood what to do, and ask hershim to explain tothe class, 4. Check that she/he gives the correct instructions! Give further larification yourself, if necessary. 5 Give students a further chance to ask questions ‘about what they have to do, or the meaning of ‘vocabulary items in the task’s. Stage4 Play the recording a first time. you judge that most students have managed to hear a good proportion of the answers, get them to compare their answers in pairs, then play the recording again and get them to check with their partner a second time. However, if you think that, after the first time, a lot of students haven't managed to hear most ofthe answers (look ‘out for blank faces!) then play ita second time before they check answers in pairs, then play ita thitd time, and let them compare again In pais after this. Stages Now elicit answers from students. fall students agree Con an answer to a question, and Itis the correct answer, confirm that it's correct. However, where this is disagreement on the correct answer, write all the possible answers that students give you for that ‘question on the board, puta big question mark next to them, and tell students that, in @ minute, yout! replay that part ofthe recording so that they can listen again. Finish eliciting answers for all the questions in the task, then go back to the answers that are in doubt and, one ata time, replay the relevant parts of the recording, repeatedly if necessary, until all students agree on the correct answer, Atthis point you can rub ‘out the other possible answers on the board, leaving only the correct one for that question. Stage You could play the recording one last time, now that students have all the answers, so that they can listen with a new evel of understanding. You will have to decide whether it's appropriate to do this, or not it ‘could be that if students have had to listen repeatedly 10 various parts ofthe recording in Stage 5 in order to agree on answers, they won't be very enthusiastic, about listening yet another time, Brainstorming vocabulary Stage Give students a specified time limit to think together (in pairs or small groups) and to makea list ofall the vocabulary they can connected with the subject in hhand, Make it clear that they should also be prepared ‘to provide an explanation about what the word/phrase means. Stage2 Now ask students to tell you their words/phrases from Stage 1. Write them up on the board as they do 30. I's important, here, that, if students are not familiar with a ‘word/phrase that another student gives, they ask about the meaning; when this arises, the student who

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