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Now You Can: Pair Work

This document provides teaching instructions and materials for an English language lesson about vacations. It includes conversation prompts and models for students to practice asking and answering questions about each other's vacation experiences in pairs. Suggested activities include listening to pronunciation of verb endings, matching words to pronunciation patterns, and extending conversation practice.

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Xuân Luật Đặng
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24 views

Now You Can: Pair Work

This document provides teaching instructions and materials for an English language lesson about vacations. It includes conversation prompts and models for students to practice asking and answering questions about each other's vacation experiences in pairs. Suggested activities include listening to pronunciation of verb endings, matching words to pronunciation patterns, and extending conversation practice.

Uploaded by

Xuân Luật Đặng
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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C Pair work /d/ /t/ /d/

Suggested 5 Your actual


teaching time: minutes teaching time:
arrived packed waited
called liked lifted
• Point out that the questions can be yes / no questions stayed missed avoided
(Did she / they . . . ?) or information questions (What / enjoyed stopped visited
Where / When did she / they . . . ?).
Pronunciation Activities
• Remind students to use the base form of the verb with did.
• To check their work, have students read the questions
with a partner. now you can Ask about someone’s vacation
Option: (+ 5 minutes) Extend the activity by having pairs A Conversation activator
create answers to the questions. Review answers as a class. Suggested 10–12 Your actual
teaching time: minutes teaching time:

D Grammar practice
Conversation Activator Video
Suggested 4 Your actual
teaching time: minutes teaching time:
• Note: You can print the script or you can show a running
• Brainstorm possible sentences with the class before transcript on the video player on the ActiveTeach. The
students begin to write. You might want to use the script also appears on page 184 of this Teacher’s Edition.
brochure on page 74 for ideas. • Have students look at the travel posters. Ask questions
about each location. For example:
Extra Grammar Exercises
What can you do in Thailand? (Go snorkeling, eat Thai food.)
Where is the Empire State Building? (In New York.)
PRONUNCIATION • Be sure to reinforce the use of the conversation strategy;
A 4:11 Look at the chart . . . for example, be sure students express No kidding! and Tell
me more with enthusiasm.
Suggested 1–2 Your actual
teaching time: minutes teaching time: don’t stop! Extend the conversation. Brainstorm with
students other questions they can ask each other. Write
Pronunciation Coach Video their ideas on the board. For example:
Did you visit [the Parthenon]?
• If helpful, explain that -ed is pronounced as: Did you [take pictures / go shopping]?
/d/ after voiced sounds. The voiced sounds are /b/, /g/, • Model the conversation with a more confident student.
/z/, /v/, //, /d/, /m/, /n/, /ŋ/, /l/, /r/, and /ð/. With voiced Play the role of Student A. For example:
sounds, you feel a vibration when you put your hand on T: Were you on vacation?
your throat and say them. S: Yes, I was. I went to New York.
/t/ after the voiceless sounds /p/, /k/, /s/, /f/, /ʃ/, / tʃ/, and T: No kidding! Did you have a good time?
/θ/. With voiceless sounds, there’s no vibration when S: Wonderful. I went shopping and saw the Empire State
you put your hand on your throat and say them. Building.
/d/ after /t/ and /d/. Point out that when you T: That sounds great. Tell me more. What did you buy?
pronounce these endings, you split the word before
/d/ or /t/ so that the ending begins with a consonant:
• Remind students to use the language in the Recycle box.
visi/ted, nee/ded, wai/ted. • Play the Conversation Activator Video before students
do this activity themselves. In Scene 1, the actors
FYI: See the pronunciation chart in the back of the
use different words in the gaps from the ones in the
Student’s Book.
Conversation Model. In Scene 2, the actors extend the
conversation. After each scene, ask students to say how
B 4:12 Listen to the verbs . . . the model has been changed by the actors.
Suggested 1–2 Your actual
teaching time: minutes teaching time: Conversation Activator Video Script; Conversation
Activator Pair Work Cards
• After students complete the activity, have them practice
pronouncing the words in pairs. B Change partners
Option: (+ 10 minutes) On a sheet of paper, have students Suggested 10–12 Your actual
make three columns with the headings /d/, /t/, and /d/. teaching time: minutes teaching time:
Read the words from the chart at the top of column on the • After their conversations, review by asking a few students
right in random order. Students listen for which ending is to tell you about their partners’ vacations.
being used and write the word in the correct column.

extras
Workbook or MyEnglishLab

Speaking Activities: Unit 7, Activity 2

T79 UNIT 7, LESSON 2

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