Teacher Guide
15mins: 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:
Are you often on time for things?
How do you feel when you are late for something?
Do you find that time moves quickly or slowly?
How do you feel when you have to wait for other people?
Collocations and idioms about time:
waste time / on time / running behind / spare time / time off / pressed for time / behind schedule / running late /
Speaking practice: Part 2
Show students the three pictures of people being affected by time. Allow each student one minute to describe and compare what they can see in TWO of the photos. Students will also need to respond to the two questions associated with the pictures.
- Why is time important in these situations?
- How difficult would it be for people to manage without sufficient time?
Useful phrases for speculation:
- gives the impression
- appears to be/like
- I reckon...
- Perhaps they are...
- It seems like/as if
- I suppose they are
15mins: Test: 43 reading practice - part 8
10mins: Language in use: Using the following words and phrases from the text, have students produce a short piece of writing complaining about the lack of inclusion of a sport at their local athletic centre.
- umpteenth time
- touch-and-go
- denigrate
- lambast
- to play second fiddle
- back-breaking work
**15mins: **Introduce Module 3 - Student Podcast. Begin by discussing podcasts in general with your students. What is the purpose of a podcast? What sort of podcasts exists? Ask students if they listen to any podcasts and begin making a list on the board. If students don't listen to podcasts, encourage them to think of some topics one might discuss in a podcast. (e.g. current events, tech, fashion, historical, crime, narrative).
Next, watch the short video describing the project.
Tell students to begin thinking about what question they would like to find the answer to. Write a list on the board to get ideas flowing. (e.g. why do people cry when they laugh, how is cheese made, what would happen if the sun went out, what was fashion like in the 1800s)
For homework, students will write a short proposal stating what 'question' they will research and answer for their podcast. Students should state why they think this will be a good topic and what aspects about it they find interesting.
**05mins: **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) In this part, there's an emphasis on locating specific information, detail and opinion or attitude in a text or group of short texts.
2) Avoid seeing this part as an exercise that merely requires you to match information. The task is designed to test understanding of the development of ideas, opinion and events rather than the recognition of individual words.
3) Skimming and scanning skills are very important for this task, as it requires re-finding information quickly and accurately. Help yourself by underlining and labelling information to the best of your abilities.
4) Some of the options may be correct for more than one answer.
5) You will need to match the questions with relevant information.
- C
- B
- B
- D
- B
- A
- D
- A
- C
- D