Interaction pattern: Pair work/Group work
Aim: develop sts’ speaking for fluency exchanging reasons for and against technology in our life.
Procedure:
1. What devices do you use in everyday life? Which of them are the most important for you? Why? Could you live without your devices?
2. Nowadays more and more people understand that devices affect our life and there are even villages where people live without electricity, grow everything themselves and say that they feel much better now.
3. We have two groups. One group is for technology and devices in our life; the other is against.
In your group think of not less than five arguments in favour of your point of view. Be ready to explain why you think so and give examples.
Be polite.
Unit 9 “getting on”
Activity: Description of a friend
Target language: adjectives and functional verbs
Interaction pattern: Pair work
Aim: develop sts’ speaking for fluency describing characteristics important for choosing a friend
Procedure:
Have you got many friends? Close friends? What is important for you choosing friends? What personal characteristics should a person have?
Brainstorm ideas. Draw a mind web on the board.
Work in pairs. Choose 5 most important characteristics out of the list, rank them starting with the most essential and discuss why you’ve chosen them with your partner.
2. p.100 ex.7 Activity: Arguing for and against
Target language: adjectives and functional verbs
Interaction pattern: Group work/Pair work
Aim: develop sts’ speaking for fluency discussing family problems
Procedure:
Beforehand, distribute the sheets of paper with pictures or numbers among the groups, thus every person in one group had a pair in the second group.
Work in two groups: the first group is parents, the second-children.
Parents: list the reasons for arguing with your child; children: list the reasons for arguing with parents.
Find your partner in the second group.
Discuss the arguments and think of possible solutions. Give not less than 5 arguments in favour of your point of view. Use the phrases from p.101 to express your opinion.
3. Activity: A Chain Discussion
Target language: adjectives and functional verbs
Interaction pattern: Individual work/Group work
Aim: develop sts’ speaking for fluency discussing advantages and disadvantages of big and small families
Procedure:
Is your family big? How many of you are there in your family? Does living in a big family have only advantages or disadvantages?
Would you prefer living in a big family or in a small one?
Think individually about the benefits and drawbacks of living in a big family. 3 min
Work in groups of 3. Discuss the topic in a chain (the first person states an argument, the second-agrees or disagrees with it and gives his/her argument and so on). The winner is the last person to state the argument.
Unit 10 “planet earth”
Target language: Vocabulary on the topic Extreme Places.
Interaction pattern: Groupwork
Aim: To give freer practice in grammar (Present and Past Simple in active and passive voice) using new vocabulary.
Grammar and functions: to practice grammar (Present and Past Simple in active and passive voice) and vocabulary (extreme places).
Procedure:
What are the most famous places for travelling? Why? (weather, conditions, activities)
Have you ever been there? Give a short description of your journey in groups/pairs.
What places can we call extreme? Brainstorm ideas.
Look at the pictures. Can we call them extreme? Why?
There is some info about these places. Match it to the pictures. (cut the chart: pictures and texts)
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The most remote inhabited island group in the world, Tristan de Cunha in the southern Atlantic Ocean, is so tiny its main island has no airstrip. Home to 272 people sharing just 8 surnames, inhabitants suffer from hereditary complaints like asthma and glaucoma. Annexed by the United Kingdom in the 1800s, the island’s inhabitants have a British postal code and, while they can order things online, it takes a very long time for their orders to arrive. But then, that’s the trade off for having your own island settlement some 2,000 miles from the nearest continent. |
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Antarctica is a land of extremes. It’s not inhabited year round by humans because it’s simply too freezing cold. In 1983 scientists recorded extreme cold temperatures as low as -129 Fahrenheit. It’s also the wettest place on earth, but simultaneously the driest. The reason it’s the “wettest” is not because of rainfall; since Antarctica is covered by 98% ice, it’s technically very wet. However since it’s also the aforementioned coldest place in the world, it gets very little precipitation – less than 2 inches a year. Which makes Antarctica a desert. A brutally cold ice desert with a massive trench full of even more…ice. Three for the price of one! |
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You might expect the rainiest place on Earth to be in a rainforest and you’d be right: the Colombian Department (province) of Chocó, bordering Panama, is widely recognized as being the wettest place in the world. How wet is Chocó? In 1974, the town of Tutunendo was drenched with an astounding 26,303 mm (86 ft, 3.5 inches) of rain! On average, Tutunendo receives 11,770 cm (463.4 inches, or 38 ft, 6 inches) of rain per year and 2/3 of the time the rain falls at night. |
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Chile’s Atacama Desert doesn’t get much rain at the best of times, and at the worst of times which is, actually, most of the time) it gets barely any. It’s been noted that at the town of Arica, no rain at all fell between October 1903 to January 1918 – longest recorded rainless period in the world! Some parts of the Atacama strongly resemble photos of the planet Mars, which is not really a surprise as it doesn’t rain there either. |
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Located in the politically ambiguous Republic of Abkhazia, the Voronya Cave (Crows’ Cave, in Russia) plunges 7,188 feet (2,191 m) into the depths of the Arabika Massif, a limestone formation dating back to the Age of Dinosaurs. Also known as the Krubera cave (after Russian geographer Alexander Kruber), the cave was discovered in 1960 and has surpassed Austria’s Lamprechtsofen as the world’s deepest cave and the only known cave deeper than 2,000 meters (6,561.5 ft). |
You are participating in a competition and the prize is a journey to one of these places. Describe how you see your journey. Say about views, weather, living conditions and activities to do there. Use the phrases from pp.107-108 to help you.
Others listen and check if all points are described and how many new phrases are used. The winner is the person whose story fits all conditions.
Conversation
Target language: Vocabulary on the topic Journeys.