Teacher Guide
Sometimes several of the answers seem possible but if the students read the passage again and pay attention to the details, they will find that there is always only one correct response - often the other responses could be assumed but are not stated explicitly in the text. The answers are found in order in the text.
15mins - Conversation: Debate: Should teens be allowed to have jobs while they are in high school? Split the class into two teams and have them debate. Each team should establish an introduction, and find a supporting argument for the following two points: 1. money, 2. time, 3. (students' create their own)
10mins - Mini-quiz: Review collocations with students. Ask students to recall the differences between 'do' and 'make'.
15mins - Worksheet: 21 forming an opinion
- Discuss debate topics with students and practice correct usage of opinion terminology. Have each student choose one topic from the page to write a paragraph about. Students will use the terms on the page to craft their arguments. Then, students will read their paragraph out loud to the class. Classmates will Agree or disagree, using appropriate terminology.
15mins - Test: 52 reading practice - part 5
**05mins - **Warm down: Goodbye, see you next time.
**00mins - **Homework: Complete the next section of the online homework.
1) You will need to read the text for detailed understanding of opinions, emotions and attitudes and tones.
2) The final question is usually about the global meaning of the text or opinion of the author.
3) The questions follow the order of the text, but there may be more than one answer in any given paragraph.
4) When you find an answer in the text, underline it.
- B - wanted to ensure that Amy was behaving well.
- A - The holiday times when she got to see Daisy.
- B - to emphasize that an ability was extraordinary
- A - reach a compromise
- D - Rose's previous behaviour affected her parents' decision
- C - relieved that she wouldn't have to do it again