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Adj Ective Structu Res: Anecdote (P 20)

This document appears to be teaching materials for a language or English class. It includes instructions for classroom activities like having students work individually or in pairs to complete sentences, discuss statements, replace words in sentences, ask and answer questions. The activities focus on grammar structures like adjective phrases, verb tenses and registers of language. The document provides context and guidelines for teachers to conduct the various pair and group activities.

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39 views

Adj Ective Structu Res: Anecdote (P 20)

This document appears to be teaching materials for a language or English class. It includes instructions for classroom activities like having students work individually or in pairs to complete sentences, discuss statements, replace words in sentences, ask and answer questions. The activities focus on grammar structures like adjective phrases, verb tenses and registers of language. The document provides context and guidelines for teachers to conduct the various pair and group activities.

Uploaded by

api-3841992
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PDF, TXT or read online on Scribd
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3 g 09 SBP 146
Go through the sentences with the class. Play the
recording. Students listen and mark the sentences true ar
I false.
I
.I

Anecdote (p 20)
(See the Introduction on page 4 for more ideas on how to set
up, monitor and repeat 'anecdotes'.)

Pairwork. Go through the instructions and the questions with


the class. Give students time to decide who they are going to
talk about and what they are going to say. They then take turns
to tell a partner about their couple. Encourage the listening
partner to ask questions to elicit further information at the end.

up (p 21)

Adj ective structu res


1 Students write three sentences, using ideas from the table
on a piece of paper. If you like, you can encourage them to
use the structures in the Hrst three columns but provide
sentence endings of their own. They should not write their
names on the paper.
2 Collect the folded pieces of paper and shuffle them. Give a
piece to each student. Students then mingle around the
room trying to find the student who wrote the sentence on
their piece of paper. They do this by asking questions
following the question structure outlined in the book. As
soon as they have found the correct person, they should sit
down.
3 Students work individually to see how much they know
about adjective + preposition structures. When they have
finished, you can direct them to the Language reference
section if they need more information about these
4 Students work individually to com plete the sentences. structures.
Then play the recording again for them to check their
answers.

4 Pairwork. Students take turns to ask and answer the


questions in 3.

e I n (p22)

Register
1 Establish that the two conversations are similar in that both
involve people arriving at someone else's home. Ask
lexis (p 20)
students what the relationships are between the people
Students work individually to replace the underlined words arriving and the people whose home it is. Ask how well
with verbs from the box. Allow them to compare answers with they know each other. (In Conversation 1, the two people
a partner before checking with the class. Students then discuss are friends - boyfriend and girlfriend. In Conversation 2,
the statements in pairs, saying whether ar not they are true for Andy is arriving at his girlfriends parents' house and he
them. hasn't met them before. Sarah is visiting her parents.) Get

Family 25

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