Teacher Guide
Have the students choose which of the words provided feels more natural for them in each gap and then discuss why the other options are not correct. Explain that the need to pay attention to the word that follows the gap.
10mins: Introduction:
Online homework: Discuss any problems or difficulties the student may be having.
Independent reading: Ask the student about what they have read in English during the last week. If you are reading a novel together, discuss the assigned reading and any vocabulary words/ writing assignments.
Discussion: Is it better to plan things, or react to things as they happen?
- Do you like to plan things?
- Would you consider yourself a spontaneous person?
- Are chance encounters more fun than planned ones?
Useful phrases: jump at the chance, off chance, stumble upon, run across, come upon, as luck may have it, dumb luck, happen upon, miss the boat, play it by ear, game plan, plan B, pencil something in, on track, back to the drawing board, up in the air, on a whim, on the fly
10mins: Test: 34 reading practice - part 1
**10mins: **Mini task: Instruct students to read the arguments presented on the help card. One agrees with the concept of the 'Atomic Clock' the other one disagrees. After reading, have students write a short response supporting the argument they agree with and explaining why.
**25mins: **Module 1: Ted talk - Review the 'collected information' with the students. Now it's time for the evaluation stage. Ask students to create an outline for their talk, using the information they collected.
- Beginning: In order to have an effective talk, they'll need to begin in a way that catches the attention of the listeners. This could be done using a story, a metaphor or even a joke.
- Middle: The middle is where the meat is! Students can use facts, examples or data to support their idea.
- End: The end can include discussing hopes for the future, resolving a story that was discussed earlier in the talk or using 'call to action'.
Once students have finished their outline, they can begin preparing for their talk. Students can use cue cards to help keep them on task while they are speaking. Have students create cards with bullet points.
**05mins: **Homework - For homework, students should practice their talk out loud so they are ready to present in the next lesson. Encourage them to record themselves speaking for extra practice.
**00mins: **Warm down: Goodbye, see you next time. Encourage students to do additional reading for vocabulary building outside of the lesson. News articles, short stories, and novels are all great examples.
1) Read through the text before answering the questions to give yourself a sense of what it's about.
2) In this section, you will need to be familiar with collocations, phrasal verbs, linking words and vocabulary. Students will need to differentiate between the shades of meaning in similar words, focusing on the appropriate selection of words that fit the overarching topic of the text, as well as prepositions and infinitives that surround the gaps which can affect the meaning of the word.
3) Read through the gaps. Continue the sentence until you arrive at a full stop. This will help give you context.
4) If you are unsure, try to work out which words are incorrect. Use process of elimination. 5) If you don't know the correct answer, make a guess.
- A - designed
- C - slowing
- B - notice
- C - causing
- D - went
- A - argue
- C - manageable
- B - link