Pronunciation Serious errors Grammatical accuracy Serious errors Use of Vocabulary Variety Fluency Very good

Evaluation Charts for Oral Production Name: Class: A. Listening Comprehension Total = 2 points Partial = 1 point Very Little = 0 points

B. Pronunciation Serious errors

= 0 points Frequent errors = 1 point Rare errors = 2 points No errors = 3 points

C. Grammatical accuracy Serious errors

= 0 points Frequent errors = 1 point Rare errors = 2 points No errors = 3 points

D. Use of Vocabulary Variety

Considerable variety = 3 points Fairly good variety = 2 points Limited variety = 1 points Appropriateness Always appropriate = 4 points Frequent appropriate = 2 points Rare appropriate = 1 point

E. Fluency Very good

= 3 points Adequate = 2 points Repetitive = 1 point Broken = 0 points TOTAL POINTS = . . . 18 UNIT 11 AT THE SPORT CENTRE LESSON PLANS SKILLS Listening comprehension Understanding a dialogue Contrasting intonation in statements and questions Listening and matching half sentences Listening and checking Listening and filling in a form Listening and answering questions Listening and note-taking Reading comprehension Intensive reading of a dialogue Finding specific information in a text Answering comprehension questions Surfing the Internet for information Oral production Dramatizing a dialogue PairGroup work: Asking why things happen Why is the meeting at four? Answering Because its Friday. Finding out peoples jobs What does Miss Jones do? Shes is a coach. Asking about preferences Which do you prefer? Pizzas or chips? Which sport do you like best? Talking about preferences I prefer pizzas I like football. Expressing agreement or disagreement So do I dont I prefer chips. I don’t mind it. Record your voice: Say what you and your friend like or don t like Talk about Crystal Palace Sports Centre Say what people like drinking and eating Written production Matching pictures and words Filling in a form table Completing questions LANGUAGE BREAKDOWN Structures Present simple negative-interrogative form So and neither + auxiliary + subject Why and because Pronunciation Intonation in questions and statements Topics and cultural items Jobs Food and drink Sport Active vocabulary nouns athletics bag basketball beer boxing cafe chip clerk coach doctor goalkeeper hamburger hockey holiday hot dog journalist karate meeting metre mineral water partner plain water player referee rugby runner skiing slice sport centre swimming team tennis theatre thing Valentine’s Day waiter waitress wine verbs mind run see think try adjectives light new sane adverbs neither so pronouns which expressions good idea you’re right I don’t think so Unit 11 Dialogue 1 p.22 1. With books open, ask students questions about the picture. For example, Where are they in the big picture? Is it a place in a city or in the country? Are they in a park or in a sports centre? How are they dressed? Do you think the boys and the girl do some sports? Where are the boys and the girl in the small picture? What are they doing? 2. Preview the content of the dialogue asking questions: I’m thirsty. Have you got some water in your bag? Is it plain water or mineral water? I prefer mineral water. What about you? Whats your favourite drink? Have volunteers answer your questions. Agree or disagree with them: So do I. , No, I don’t.. I prefer... Go on asking other students: What about What do you prefer, coke or Fanta? Then, say that you are hungry, too. Ask students questions like the ones above and help them reply. Do the same with several volunteers, asking what finals they like and dislike. Agree or disagree. 3. Play the tape for the dialogue, books closed. Then, you may follow the same steps suggested in the Introduction pages 8-9. Listening p. 23 1. Before starting the activity, have students review the days of the week. Have individual students say the days of the week in a chain around the class. Ask students questions that will make it necessary for them to use the days of the week, like Which days do you go to school?, Which days do you stay at home?, What are your favourite days of the week?, etc. Then, have students read the sentences in the columns Why and Because. Make sure that all the students understand how the activity will be done. Tape-script Dialogue 1 Husband There is a nice comedy at the Apollo theatre. Why don t we go? Wife When, tonight? Husband Oh, yes. Wife Don t you know, dear? Today is Sunday. Theatres are closed on Sundays. Dialogue 2 Tourist Excuse me Policeman Yes, Sir? Tourist Why is the bank closed? Policeman Because today’s a bank holiday in England, Sir. Tourist Oh. I see. Thank you. Policeman You re welcome. Dialogue 3 Woman Wait, wait please. Don ’ t close the door. It’s five to six. Shop owner I’m sorry, Madam. Your watch is slow. It’s six o ’ clock. The shop is closed. Dialogue 4 Mark Happy Valentine’s Day This is for you, Mary. Miss Jones A present? Thanks a lot, Mark. And this is a present for you. Dialogue 5 Italian boy Hello, Nigel. Why aren ’ t you at school today? Nigel School? It’s Saturday. Schools are closed on Saturdays in Britain. Dialogue 6 Miss Jones See you at four o’clock. Julia Four o’clock? Why? Isn’t the meeting at five? Miss Jones No. It’s at four today, because it’s Friday. Dialogue 7 Simon Look Nigel’s got a new pair of running shoes. Julia Oh, yes. It’s Nigel’s birthday present. Speaking p.23 2. Students check the matching they did in the previous activity. Key: The shops are closed because it’s six o’clock. Nigel has got a new pair of running shoes because it’s his birthday. Theatres are closed because it’s Sunday. School is closed because it’s Saturday. The meeting is at four because it’s Friday. Banks are closed because it’s a bank holiday. Mary and Mark have got presents because it’s Valentine’s Day. Writing p.214 3. The teacher reads the names of the jobs and the students repeat. Then, the students match people and jobs. Key: 1. coach 2. referee 3. waitress 4. journalist 5. doctor 6. football player 7. clerk 8. runner 9. goalkeeper 10. waiter Speaking p.24 4. Students work in pairs and practise the dialogue exchanging roles. Move around and help them as needed. Listening p.24 5. Students listen to the tape and check the people’s jobs. Tape-script A That’s Miss Jones, the new coach, B Oh, does she train the football team? A No’ she doesn’t. She’s the coach of the basketball team. A Is Mr Boyd a football player? B No, he isn’t. He’s a referee. A What does Ann do? B She’s a waitress. A Who’s that woman over there? B Which one? The woman with the microphone in her hand? A Yes, exactly. B That’s Mrs Day. She’s a journalist. A What does Mrs Lister do? B She’s a doctor. She works for Finchley Hospital. A Excuse me, Sir. B Yes? A I’m looking for Mike Ferguson. B Who? The football player? A Yes. B I’m your man. A Good morning. I’d like to cash this check. B This counter is closing, Sir. Could you please go to the counter on the left? Ask for Mr Ross. He’s the clerk in charge. A OK. Thanks. A Look at that boy. He’s very good B Yes, that’s John Pitt. A Does he run for Finchley Sports Centre? B No. He runs for Crystal Palace. A Hello, this is a phone interview. Would you like lo answer a few questions? B OK. A What do you do? What’s your job? A I am a football player. A Are you? What’s your name? B Steve Langley. A Steve Langley? Oh, you’re the famous goalkeeper, then A Paul, be careful with that tray B Yes. A Oh, Paul, you may be a waiter but you’re also a catastrophe. Supplementary activity Guessing Game. With books open, students look at the pictures of people’s jobs. Now, have them close their books. Say: I’m not a teacher: Guess my job. Choose one of the jobs, for example doctor, and mime the actions you would do if you were visiting a patient. Students try to guess your new job by asking questions. When they guess, have them open their books again this time a student selects a job and does the mime. The class tries to guess. This activity can be done as a class or in groups. Speaking p.25 Ask the students to pronounce the words after you. Then, ask a student ask do you prefer pizzas or chips? If he or she answers pizzas, say So do I. I like pizzas very much. Then, ask another student Which do you prefer, meat or fish? If he or she answers meat, say I dont. 1 don’t like meat very much. I prefer fish. Go on with this activity with other students until you have covered all the com- binations. Then, let the students work in pairs. Move around the classroom and help them with the new structure. Writing p.25 Students write what foods they and their partners like or dislike. Move around the classroom and help. From time to time ask the students questions like What does your partner like? Elicit Heshe likes... So do 1.l dont. Heshe doesnt like... Neither do I.I do. Speaking p.26 Have students repeat the new words after you. Explain that the expression I dont mind it corresponds to the Indonesian Saya tidak keberatan. Then, the students work in pairs according to the model dialogue. Writing p.26 The students add the sports they and their partners like or dislike to the table they filled in for the activity on page 25. Speaking p.26 Students answer the questions the teacher asks according to the model dialogue. Grammar Practice p.27 Exercise 1 p.27 Key: 1. Why don’t we go to the cinema tonight, Nigel? 2. Mark doesn’t like to play tennis in the morning. He prefers to play in the afternoon. 3. Mr Boyd doesn’t want to go to the seaside on holiday. He wants to go to the mountains. 4. A Don’t you like tea with milk?