Thiết kế bài giảng Tiếng Anh 11 tập 1 part 5 pptx

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Work

Time Steps arrangement

+ The picture tells me that everybody, no matter what they are young or old, can do volunteer work

— T asks Ss to work in pairs to read the short poem / saying on page 46 and answer the question and discuss its meaning

— T calls on some Ss to present their opinion T may give some comments and her suggestion: The saying means that if you help somebody by giving them some money, it's just a temporary solution It's better to instruct them how to make money legally by teaching them necessary working skills

Pre-teaching vocabulary

— T might elicit or teach the meanings of the following words

Volunteer: Ss may have understood the meaning of the word in the previous activity, so T may introduce its related words quickly:

+ to volunteer to do sth/ volunteer for sth: tinh nguyén / tu nguyện làm gì

+ yolunteer (n): người tình nguyện, tình nguyện viên + voluntary (adj): done willingly, not because you are forced (tu nguyén),; doing a job without wanting to be paid for it (tinh nguyén)

+ voluntarily (adv)

The aged = the old (người già, người cao tuổi)

Orphanage (n): a place where children without parents live (trại trẻ mô côi)

To overcome: vượt qua, khắc phục

E.g.: She's overcome the bad habit of talking loudly in public

To participate in = to take part in tham gia vào cái gì To suffer sth: chiu dung cdi gi Remote = far away (xa x61)

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Work

— If there is some time left, T may ask some Ss to make sentences with the above words to check their understanding

WHILE YOU READ Setting the scene

You are going to read a passage about volunteer work While you are reading, do the tasks in the textbook

5| | TASK1 Whole

Instruction: Fill each blank with one part of speech of the class,

word "volunteer" individual

— T elicits different parts of speech of the word 'volunteer" work oe wor

and writes these words on the board:

volunteer (v, n), voluntary, voluntarily

— Then T instructs Ss to read through the sentences provided in the task to identify the part of speech of the word to fill in each blank For example, in sentence | the word to fill in should be an adjective, in sentence 2 an adverb, in sentence 3 a noun, and in sentence 4 a verb Ss should also pay attention to the word preceding the blank to fill in the right form of the word For instance, in sentence 3 the word preceding the blank is 'some', so a plural noun should be filled in

— T asks Ss to work individually to do the task and exchange their answers with other Ss

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Work Time Steps arrangement TASK 2

8’ | Instruction: You are to read the passage and choose the Whole best answer from A, B, C or D for each of the following | - class,

individual sentences

work & pair — T asks Ss how to do this task If they do not remember, work

T may instruct them to use some strategies to do the task: + First, skim the five sentences to understand them As Ss do this they underline the key words For instance, in sentence 1 Ss can underline volunteers, help, sick or old, homes

+ Ss locate the information 1n each sentence in the text and read this part carefully

+ Next, Ss read the four choices given to choose the most suitable one

+ To complete sentence 5, Ss read the passage and try giving it a title Then Ss search through the list of the titles provided in the task to find the most suitable one Ss should make sure the title chosen covers the entire text and not just one idea within it

— T asks Ss to work individually to do the task, then discuss their answers with their peers

— T calls on some Ss to give their answers and asks other Ss to say whether they agree or disagree

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Work Time Steps arrangement TASK 3

6 | Instruction: You are required to answer the three Whole

questions in the book class,

individual

— T asks Ss how to do this task If they do not remember, ve

work & pair

T may instruct them to use some strategies to do the task: work

+ First, skim the three questions to understand them As Ss do this they:

e underline the key words For instance, in question 1 Ss can underline what, high school and college students, hospitals, orphanages, homes for the aged

e decide what information they need to find in the text e look for questions words like "why" which indicates Ss should read for specific thing like a reason

+ Go back to the first question and locate the information for the question by finding the key words in the passage and mark the place

+ Read the part carefully to find the answer Ss can use their own words

+ Continue with the rest of the questions

— T asks Ss to work individually to do the task, then discuss their answers with their peers

— T calls on some Ss to write their answers on the board and ask them to explain their choices

— T gives the correct answers:

1 They read books to the people there, play games with them or listen to their problems (line 7-10, paragraph 1) 2 They give care and comfort to them and help them to

overcome their difficulties (line 2-3, paragraph 3) 3, They volunteer to work in remote or mountainous

areas (line 5-6, paragraph 3)

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Work

fume Steps arrangement

AFTER YOU READ

8’ | Instruction: You are required to work in pairs to discuss | Pair work,

the question in the textbook group work

& whole — T asks Ss to work in pairs to discuss the question in the

book class

— T goes around to help Ss when necessary

— When all pairs have finished, T asks every two pairs to share ideas — T calls on some Ss to report their ideas to the class — T gives feedback WRAPPING UP

2’ | — T summarises the main points of the lesson Whole class — T asks Ss to learn by heart all of the new words and do

the extra activity as homework

EXTRA ACTIVITY

Do the following crossword

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Down 1 A person who lives close to someone else 3 A male parent

Someone who cares for the sick or feeble, esp under the guidance of a doctor

5 A female parent

Someone who gives or is hired to give help, advice, and guidance 9 A person licensed to care for or treat people or animals, such as a physician, dentist, or veterinarian 11 One who designs buildings and

oversees their construction 12 A person employed to wait on

customers, esp in a restaurant, or

Across

2 One who helps others learn information that they have already mastered

6 Someone who fights fires, either for pay or as a volunteer

7 A person who works for a business or individual at such tasks as typing, filing and managing correspondence 10 Persons whose occupation is

making repairs

13 A person licensed to care and treat specifically the mouth and facial region

15 A person whose business is to shave, trim, or style hair and

cafe beards

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Period 2: SPEAKING

I Objectives

By the end of the lesson, Ss will be able to:

Talk about different kinds of activities related to volunteer work ll Materials

Textbook, pictures, handouts lll Anticipated problems

Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help IV Procedure Time Steps P arrangement Work WARM - UP

ổ Competition game — Describing the pictures Group work — T divides the class into small groups of 3 — 4 students

and gives each group a set of pictures Ss are required to describe the activity in each picture in one sentence only Which group finishes first and has the most correct and meaningful sentences will be the winner

Suggested answers:

Helping people in

mountainous areas

— Teaching the children to read and write

— Giving them money

Helping old or sick people — Cleaning up their houses,

— Doing their shopping — Cooking meals

Helping disadvantaged or handicapped children

— Teaching the children to read and write

— Listening to their problems — Playing games with them — Taking them to places of interest

Taking care of war

invalids and the families of

martyrs

— Listening to their problems — Cleaning up their houses, — Doing their shopping — Cooking meals Taking part in directing the traffic — Directing vehicles at the intersections

— Helping old people and young children to cross the road

— T may design a handout for this activity to help Ss talk more naturally and to lead to the next task Ss may choose one or more activities to talk about, and they change the

role after one activity

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Work Time Steps arrangement Student A: Student B:

You want to take part in the | You are participating in a volunteer work your friend | volunteer work Answer your is doing friend's questions about the

Ask him / her all the | work

information you want to | You can use the information

know in ITASK 2 to answer the

You can use suggestions | questions below: — kind of volunteer work — exact things to do — frequency of doing the work — length of time spent for the work

— your friend's feeling when doing the work

— After Ss have finished T calls on some pairs to act out their conversation

— T elicits feedback from the class and gives final comments

TASK 3

12' | Instruction: Now you work in groups to talk about a kind | Whole class of volunteer work your partner in the previous task do to & group

help other people work

— Before Ss do the task, T may ask Ss to read through the example in the book T encourages Ss to use transition signals such as also, besides, moreover, etc to make their talk more coherent

— Now Ss work in groups to talk about one activity their

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Time Steps Work

arrangement

partner takes part in They may say that: Mai usually takes part in directing the traffic She directs vehicles at the intersections Besides, she helps old people and young children to cross the road She enjoys the work very much because she likes helping people

— T goes around to observe and collect typical errors — T calls on some Ss to talk about the activity they take part in

— T elicits feedback from the class and gives final comments After that, T writes the errors she has collected on the board to elicit correction from Ss and offers correction if necessary

WRAPPING

— T summarises the main points of the lesson

— T asks Ss to do the EXTRA EXERCISE as homework

Whole class

EXTRA EXERCISE

Read the following passage about volunteer work abroad Complete the passage by filling each blank with the suitable form of the word given at the

end of each line

Volunteer work abroad could in fact be the most

(1) experience you ever have, if not a life changing experience There are many aspects

of (2) to volunteer abroad that will separate your experience from that of a tourist or even a

(3) employee The advantages of volunteer work are numerous However, one should

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Volunteer (6) may come from different countries, backgrounds, and generations, but

(7) they have the love for travelling, assisting communities, and living in new places in common Volunteers are very special, giving individuals They are willing to work hard, have fun, and give to those who may be less (8) Answers: 1 amazing 5 organization 2 choosing 6 workers 3 paid 7 generally 4 thoughtfully 8 fortunate Period 3: LISTENING I Objectives

Develop such listening micro-skills as intensive listening for specific information and taking notes while listening Il Materials T extbook, cassette tapes, handouts lll Anticipated problems WORK GENERAL FORTUNE

Ss may not be familiar with the note-taking task so T should provide them some tips to deal with the task IV Procedure Time Steps arrangement Work WARM - UP

5 Competition game — Slap the board Group work — The aim of this activity is to help Ss revise the

vocabulary items Ss learnt in previous lessons

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Time Steps Work

arrangement

— T puts the vocabulary items on the board in any order For example, T may write the following words and phrases on the board: war invalid, martyr, intersection, the aged, orphanage, remote, suffer — T calls on some Ss to form 2 teams, and one person from the team runs to the board, as a representative T gives a Vietnamese translation for one of the words on the board The first team to hit the correct word gets the point The representative changes, ready for the next word — After 3 minutes, the team with more points will be the winner 10

BEFORE YOU LISTEN Discussing the questions

— T asks Ss to read through the questions and choices on page 5land makes sure Ss understand all them — T asks Ss to discuss the questions in pairs

— T calls on some Ss to report on their partner's answers

Vocabulary Pre-teaching

— Before eliciting / Pre-teaching the new words, T helps Ss to pronounce the words given in the book T may read aloud first or play the tape and ask Ss to repeat in chorus and individually

— T elicits / teaches some of these words and those taken from the listening passage:

Fund-raising activities: cac hoạt động gây quỹ

Donation (n): sth that is given to a charity, especially a sum of money (vat quyén gop, tién quyén gop)

Informal school: trường học không chính thông

Organization ƒor Educational Developmemt: tô chức

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Time Steps arrangement Work

Co-operate (v): work together (hop tac) Disadvantaged children: tré em thiét thoi

Co-ordinate (v): phôi hợp Sponsor (n): nha tai tro

— T may get Ss to make sentences with the words and give corrective feedback

— T sets the scene: Now you are going to listen to a passage about Spring School, a special school in Ho

Chi Minh City 10 WHILE YOU LISTEN TASK 1

Instruction: You are going to listen to the passage and fill in the missing information in each sentence

— Before Ss listen and do the task, T instructs Ss how to do this kind of exercise:

+ Firstly, Ss have to read the sentences carefully As they do this they should:

e underline the key words For example, the key words in sentence | are Spring School, Ho Chi Minh City e try to work out what they are going to hear

e decide what they need to listen out for For example, the word to fill in the blank in sentence 1 should be an adjective, while in sentence 2 a number + noun / noun phrase may be needed

+ After that, Ss listen to the tape and take notes of the answers Ss should make sure that their sentences are grammatically correct

— T plays the tape once for Ss to do the task

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Time Steps Work arrangement Q' — T asks Ss to work in groups of 4 to compare their answers

— T checks Ss' answers by calling on some Ss If many Ss cannot complete the sentences, T plays the tape one or two more times and pauses at the answers for them to catch — T gives the correct answers: - informal - 30 street children - 250 children - 1998 - Volunteers, June TASK 2

Instruction: You are going to listen to the tape again and answer the questions

— Before Ss listen to the tape again to do the task, T may ask them to try to answer the questions with the things they remember from the previous times of listening

— T plays the tape again for Ss to do the task T might also want to remind Ss that while listening they need to focus on the key words in each question

— After playing the tape, T gets Ss to work 1n pairs and check their answers

— T calls on some Ss to give the answers and elicits feedback from other Ss If many Ss cannot complete the task, T might want to let Ss listen one more time and pause at the answers for them to catch

Suggested answers:

1 It provides classes to disadvantaged children in Ho

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Time Steps arrangement Work 2 Dance, theatre, singing and circus classes were set up in 1999

3 Because they need money to continue their English and Performance Arts classes

4 They dance, sing and play music at one of the largest hotels in Ho Chi Minh City

5 Because they need help to contact sponsors and expand the school activities

Tapescript:

Spring School is an informal school It provides classes to disadvantaged children in Ho Chi Minh City Around 30 street children live and study at the school and about 250 children with special difficulties from District I regularly attend classes

The Organisation for Education Development co- operated with Spring School to set up English classes in 1998 Dance, theatre, singing and circus classes were set up a year later Children from these classes participate in fundraising performances They raise money to continue their English and Performance Arts classes

Spring School requires volunteers to help organise their fundraising dinner held annually in June This is an exciting night in which children perform circus, theatre, dance, and singing at one of the largest hotels in Ho Chi Minh City They also need foreign volunteers to contact sponsors and help to expand the school activities Volunteers are required from February until July to help organise these events It is hoped that more schools like Spring School will soon be found in other cities in Viet Nam

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AFTER YOU LISTEN

ổ — T gets Ss to work in groups to summarise the story Whole class about Spring School, using the suggestions Each & group group member has to take notes of the discussion work — T goes around to offer help and collect Ss' mistakes

— T calls on some Ss to present their summary

— T elicits feedback from the class and gives final comments

WRAPPING UP

3 — T summarises the main points of the lesson Whole class — T asks Ss to learn by heart all new words and do the

Extra exercise as homework

EXTRA EXERCISE

Read the following text about the reasons for doing volunteer work Choose from the list below the most suitable heading for each of the paragraphs

i Career development iv Cultural immersion ii Personal growth v Living within a community

iii Building your resume

Why volunteer?

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barriers and cultural differences The biggest difference you will notice at the end of the program will not be external but will be the difference inside of yourself In some cases residents could do your job better, but this is not always the point You are establishing unique friendships that allow everyone involved to grow and learn Most importantly, you will be changed forever because you will have a greater understanding of another culture, you will challenge your personal limits, and you will develop friendships B This may be one of the top advantages to becoming a volunteer The nature

of volunteer work is very grassroots Generally, volunteers will live and work very close to the local people they are serving This allows for a very integrated and intimate experience with a local community In this light, volunteers will gain much knowledge about the way of life in another culture By learning the daily life of others, one can learn Acceptance by a local community will create a very positive and fulfilling work experience C Many employers value volunteerism above all else If you have

volunteerism on your resume it shows that you are flexible, patient and committed

D Volunteering allows for a very hands—on work experience You are right in the center of the communities you are assisting and can directly see the results of your work You an also try a new career path without any commitments Perhaps teaching is for you, how would you have known? E Many travelers know where they want to go, but don't know what to do once

they get there Volunteering abroad gives your travels a purpose and an itinerary, and immediately separates you from being just a backpacker or a tourist, and actually earns respect from your local community

Answers:

A il B.v C i D.1 E 1v

Period 4: WRITING

I Objectives

Write a thank-you letter to a donor to acknowledge the donor's contribution

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Il Materials

Textbook, handouts lll Anticipated problems

Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them IV Procedure Time Steps arrangement WARM - UP

6 Quiz — A formal letter Group work

(To remind Ss of some rules of writing formal letters in English)

— T prepares a handout with a quiz about writing formal letters in English The quiz consists of several incomplete statements Ss work in groups to complete these statements as quickly as possible The group with the quickest and most correct answers will be the winner

Quiz

- You write your address In of the letter

- The address of the receiver should be written OHI S22 c2 , Starting below our address - You can write on the right or the left on

the line after the address you are writing to

- When the letter starts Dear Sir / Madam, you end 1t WI(H QQQ Q Gv

- When the letter starts Dear Dr Smith, you end 1t WIT eee ccccecccsecccecceeecesseeseeeeees

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Work Time Steps arrangement Answers: e the top left-hand corner e the left e the date e Yours sincerely, e Yours sincerely, e contractions Preparing Ss to write

13' |- T asks Ss to read the sample letter on page 52 and Whole discuss the purpose(s) of the letter 1n pairs class, — T calls on some Ss to give the answer T gets across to individual Ss that: (1) the sample letter 1s written to thank a donor work “Pa

wor

for donating money; (2)thank— you letters to donors serve two important purposes: they acknowledge the donor's contribution and help cultivate a relationship, making it more likely for the individual / organization to donate again, and they serve as proof of the donation for income tax purposes (and are a must for donations over $250 dollars)

— T asks Ss to read the letter again and do TASK 1 individually When they finish, Ss exchange their answer with another student

— T checks Ss’ answers by asking some Ss to read their answers out loud

— T elicits corrective feedback from other Ss and gives the correct answers when necessary

Answers:

- The opening of the letter: sentence I - The donated amount: sentence I

- The way(s) the money is used: sentence 2

- The way the receipt is issued: sentence 3

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Time Steps Work

arrangement

- The gratitude to the donor: sentence 4 - The closing of the letter: Yours faithfully,

— T may introduce some other expressions that can be used in this kind of letter For example:

+ (ñ behalƒ oƒ , | would like to thank you for your generous donation Of ðŠ Your contribution makes it possible for us + Thank you very much for your generous donation of Bicvsccccccssssees IN SHDDOTẨ Oƒ: -5- 5s +s+++

+ As a result of your gift, we will be able to continue the care for the new orphans we have taken in since the tsunami tragedy

+ I would like to take this opportunity to thank you for your generosity in dOndfing - - - -««- l6 Writing — Before Ss write the letter, T asks them to read the instruction carefully

— T gets Ss to write the letter in 15 minutes — T goes around to observe and offer help A sample letter:

Individual work

54 Hang Giay Street Hoan Kiem District Hanoi

The Director River Travel

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Work

Dear Sir / Madam,

On behalf of New Future School, I would like to thank you for your generous donation of VND I million Your contribution will make it possible for us to build our school library A good library can help the students very much in | their studying We will issue a receipt as soon as possible

Once again thank you very much for your kindness We|hope to receive more assistance and cooperation from | your company in the future

I look forward to hearing from you soon Yours faithfully,

Le Thi Thanh

Principal of New Future School

FEEDBACK ON SS' WRITINGS

8’ |-— T asks Ss to exchange their writing with another | Pair work

student for peer correction & whole

— T goes around and collects mistakes and errors class — T collects some writings for quick feedback

— T writes Ss' typical errors on the board and elicits self and peer correction T provides correction only when Ss are not able to correct the errors

— Finally, T provides general comments on the letter WRAPPING UP

2' | — T summarises the main points of the lesson Whole class

taking into consideration their friends' and T's suggestions and correction and do the extra exercise

— For homework, T asks Ss to improve their writing,

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EXTRA EXERCISE

Complete the following paragraph by filling each blank with a suitable word Volunteer work for post secondary students

For post secondary students we offer the (1) to gain experience by living and working in the developing world (2) means that you can volunteer (3) your summer break or after you graduate and work in a placement (4) to your field of study to get (5) experience for your resume or CV We need students (6) are willing to spend their time helping (7)

conservation and construction projects, health and medical projects, social and teaching projects You have the chance to (8) ideas with local professionals, help support current efforts and learn from this experience at the (9) time A perfect combination!

You can go by yourself or with a friend You can (10) decide to get a group together We can create a customized program with you that suit your group's needs and objectives Answers: © opportunity 6 who / that Oo That/It 7 in o during 8 exchange o related 9 same O more 10 also Period 5: LANGUAGE FOCUS l Objectives

By the end of the lesson, Ss will be able to: — Distinguish the sounds / w / and / ] /

— Pronounce the words and sentences containing these sounds correctly — Use gerunds, present participles, perfect gerunds and perfect participles

appropriately Il Materials

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lll Anticipated problems

Ss may find it difficult to differentiate between gerunds and present participles, so T should be ready to explain IV Procedure Time Steps arrangement Work PRONUNCIATION

1Ú | Pronouncing the two sounds separately Whole

— T models the two sounds / w / and /j/ for a few times | class, and explains the differences in producing them individual

+ The phonetic sound / w / is a voiced labial—velar work “en

wor

approximant It is articulated with the back part of the tongue (the dorsum) raised toward the soft palate (the velum) and the lips rounded

+ The phonetic sound /j / is a voiced palatal approximant It is articulated with the middle or back part of the tongue raised against the hard palate

— T plays the tape (or reads) once for Ss to hear the words containing these two sounds Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T)

Pronouncing words containing the sounds — T reads the words in each column all at once

— T reads the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds 1n the words

— T reads the words and asks Ss to repeat them — T asks Ss to practice pronouncing the words in pairs — T goes around to provide help

— T asks some Ss to pronounce the words and gives correction if necessary

Practising sentences containing the target sounds — T reads the sentences and asks Ss underline the words with the sounds and write / w / and /j / under them

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Work

— T asks Ss to practice the sentences 1n pairs — T goes around to provide help

— T asks some Ss to read the sentences and gives feedback GRAMMAR 10 | 1 Gerund Whole a Presentation class, individual — If necessary T reviews the form and uses of gerunds To work & pair ; save time T may give Ss the handout below: work

A gerund is a noun made from a verb by adding ‘—ing' The gerund always has the same function as a noun (although it looks like a verb), so it can be used:

a as the subject of the sentence: Reading helps you learn English b as the complement of the verb ‘to be’:

Her favorite hobby is reading

c after prepositions The gerund must be used when a verb comes after a preposition:

- She is good at learning English - They're keen on windsurfing

This is also true of certain expressions ending in a preposition, e.g in spite of, there's no point in :

Y There's no point in typing the assignment Y In spite of missing the train, we arrived on time

d after a number of ‘phrasal verbs’ which are composed of a verb + preposition / adverb

Example:

to look forward to, to give up, to be for / against, to take to, to put off, to keep on:

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Work

Y He kept on asking for a discount e in compound nouns Example: - a driving lesson, a swimming pool, bird-watching, train—spotting It is clear that the meaning is that of a noun, not of a continuous verb Example:

- the pool is not swimming, it is a pool for swimming in f after the expressions:

can't help, can't stand, it's no use / good, and the adjective worth:

- Ican't stand being stuck in traffic jams - It's no use / good trying to persuade him - It might be worth changing the title of the book b Practice

Exercise 1

— T asks Ss to do Exercise lindividually and then compare their answers with another student

— T calls on some Ss to read out their answers

— T elicits peer correction and gives correct answers if necessary Answers: 1 hearing 5 spending 2 bending 6 waiting 3 behaving 7 starting 4 meeting 2 Present participle 10' a Presentation Whole class, pair — If necessary T reviews the form and uses of present work & participles To save time T may give Ss the following sroup work

handout:

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