Teacher Guide
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.
Speaking prompt: Respect: Describe someone you respect.
You should say:
- who the person is
- how you know about this person
- what this person does
- what this person is like
- why you respect this person
Follow up questions:
- What makes someone deserving of respect?
- Some say respect should be earned, rather than given. Do you agree with this idea?
- In your opinion, what are the key principles of respect?
15mins: Test: 55a reading practice - part 6
**15mins: **Test: 55b listening practice - part 4
**10mins: **Discuss the terms used in the listening practice. Ask the student to define and give examples of the following:
- (to be) at a loose end
- to toughen up
- (to have) an eye for detail
- to let off steam
- concrete results
- fair enough
- to jump at an opportunity
- to be totally engrossed (in sth)
Have students use these phrases to write a short reflection about volunteer work. They should say what type of volunteer work they think would be most useful, and what reasons they would have for signing up to do this work.
**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) This tasks requires you to listen for gist meaning rather than detail in these texts, so although you may not understand every word, you should be able to pick out the speaker’s main point, feeling, attitude or opinion.
2) Think about the theme of the texts and the kinds of attitudes and ideas that you expect to hear in connection with the topic in question.
3) Don't be misled by superficial or deliberately misleading links and clues.
4) Research has shown that students who approach this task in different ways have had equal success, so be sure to work with students to help them find an individual strategy for completing the task.
- G - to fill time usefully
- A - to overcome fear
- D - to clarify future options
- E - to make a significant impact
- C - to acquire practice skills
- E - improved level of fitness
- G - a stronger sense of identity
- B - an ability to deal with difficult people
- H - a greater awareness of others
- C - enhanced powers of concentration