Show listening text interchange book

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Results Test Preparation (77); Show More 5 Text Document, 2mb Level 3 Unit 6 Self- Assessment (Ventures Level 3 Student's Book with Audio CD). Unit 6 Level 3 Unit 6 Listening Worksheet Audio (Interchange 3rd Edition Level 3. Results Unit 11 Text Document, 3mb Level 2 Unit 11 Listening Worksheet Audio ( Interchange 3rd Edition Level 2 Student's Book with Online Self-Study). ISBN Student's Book 2 with Online Self-Study .. radio show. Writing a blog post asking for advice . Word power, Listening, Writing, Reading, and Interchange activity. The . Develops skills in writing different texts, such as.

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Show Listening Text Interchange Book

The book consists of the following sections: □ Listening Additional listening activities develop a wide variety of listening skills, including listening for gist. Language Student's Book with NEW Self-study DVD-ROM • Complete video program . 4 □ Unit 1 maroc-evasion.info PERSPECTIVES Quiz A ^ Listen to some . Working as a veterinarian could be rewarding Directing a TV show would be. interchange 2 third edition listening text such as: richard scarrys best word book studies in economic social history, quaderno di allenamento prove invalsi.

Snapshots contain interesting information from the real world, presented in an easy-to-read graphic form. Follow-up questions in the Snapshot enable students to personalize the topic. There are three general teaching steps for Snapshot: Step 1. Books closed. Introduce the new topic. Step 2. Books open. Lead the students through the information in the Snapshot. Step 3. Do the follow-up questions as a class or in groups.

Sheldon discusses some of the common theoretical and practical problems in textbook design. He reviews literature on the subject of textbook evaluation and the previous evaluative proposals. Finally, he suggests an evaluation sheet which consists of seventeen elements: rationale, availability, user definition, layout and graphics, accessibility, linkage, selection and grading, physical characteristics, appropriacy, authenticity, cultural bias, educational validity, practice and revision, flexibility, guidance and overall value for money.

Evaluation of Interchange Series 7 McGrath , as cited in Riazi, reviews many checklists and methods used in evaluating materials in recent literature. He distinguishes three main stages in evaluation: pre- use, in-use, and post-use evaluation. Focusing on the post-use evaluation for course books, which is the main concern for our context, he develops criteria for choosing a suitable method of evaluation.

These criteria consider the following steps: 1- The first step is a consideration of relevant contextual factors and the gathering of information analysis of the material 2- The second step is a close evaluation using the checklist method which should require careful tailoring to the needs of the learners and the teaching context and the need for periodic updating recognized.

Acknowledging the use of short, teacher-designed, class-specific questionnaires to be used for course planning and textbooks development and innovation, Davies , as cited in Miekley, describes the benefits of using such questionnaires and prefers them rather than institution-wide surveys because the latter suffer from two main drawbacks. First, the results are not always available to learners and teachers. Methodology Participants The participants of this study were 23 English teachers teaching Interchange series in language institutes and conversation classes of universities in Gonbad.

They were asked to complete a questionnaire based on their own experience in teaching the book. Two questionnaires have been extracted because of their incompleteness and finally 23 remained. Evaluation of Interchange Series 8 Instruments A questionnaire was conducted in order to gather information needed see appendix A. It was adopted from the checklist by Tomlison, et al.

It is used in some researches done in this area and it proved to be valid and reliable. But slight changes have been implied in accord with our context. At the beginning of the questionnaire, a set of demographic questions was used followed by 51 closed-ended questions grouped under ten main categories namely: a the general appearance, b design and illustration, c accompanying materials, d objectives, e topic contents, f language contents, g social and cultural contexts, h language skills, i teaching methods, and j practice and testing.

The questionnaire was written in English and it contained 51 items. Data Analysis In analyzing the survey data, the rating took the form of Likert Scales. Rating scales were numerically coded as 1 — strongly disagree, 2 — disagree, 3 —agree and 4 — strongly agree.

The data was subjected to analysis through descriptive statistics. The first sets of computations were those of the means and standard deviations of each and every question or statement. This provides an idea about the extent to which each characteristic is satisfied in the textbook. The second part of the data analysis was on the basis of what class or type of characteristics are indicated in the group of questions.

The overall mean of each category was computed and the extent to which each category was satisfied in the textbook in question was identified. Results The data used in this study was primarily collected through the distribution of close ended questionnaires among 23 English teachers that had the experience of teaching New Interchange in universities and institutes.

The results were statistically calculated to find the frequencies, percentages, mean scores and standard deviations of each statement in the questionnaire. Also, the total means and standard deviations of each of the main parts of the questionnaire were computed. Following is the separate analysis of each main category and its components.

Evaluation of Interchange Series 9 General appearance General appearance and physical attractiveness of a textbook is one of the main issues in its evaluation.

Students tend to judge a book by its cover. Responses were in the form of a 4-point Likert scale, ranging from strong agreement to strong disagreement.

The results are indicated in Table 1, below. The mean score is 3. Table 1 also shows the result on the font size. This indicates that the teachers are mostly satisfied with the font size and type of the book. Concerning the issue of whether the book has an informative orientation page or not, about Evaluation of Interchange Series 10 As indicated in table 1, all the participants support the statement that the book has a complete and detailed table of contents, Regarding the statement on whether every lesson is given an appropriate title, there is almost complete agreement.

Whether or not the book has an appropriate glossary, the results show that 3 of the participants The mean score is 2. Design and Illustrations Clear layout and presentation is one of the aspects that must be taken in consideration when evaluating a textbook. As stated in literature, the clarity of layout and print and the attractiveness of the illustrations are of great importance in comprehensibility and effective learning and teaching.

To evaluate the extent to which the design and illustration is satisfied in the New Interchange series, seven criteria were used. On the other hand, only 7 participants The mean score reached 2. Concerning the issue of whether or not there is enough white space to achieve clarity, table 2 shows that Furthermore, the majority of participants support the statement about whether or not there is consistency in the use of headings, icons, labels, italics, etc.

Regarding the illustrations used in the book in question, the majority of the participants, over The mean is 2. The table also shows clearly that most of the participants perceive the book as not having illustrations that can stimulate students to be creative. Eleven participants On the other hand, only 2 participants strongly agree and 7 agree. The arithmetic mean of this item is 2. That means that the majority of the participants believe that though the illustrations of the book were not varied and attractive, they are functional and can be useful.

It is quite important to note that a significant percentage of the participants had negative opinions regarding the textbook illustrations.

Evaluation of Interchange Series 12 Accompanying Materials Tomlinson et al , as cited in Miekley, consider the use of CD-ROM and cassettes as one of the interesting and effective ways in the current generation of language teaching materials. The use of supplementary materials such as visuals, cassettes, video, and computers can make lessons more interesting and effective.

So, the survey was directed towards evaluating the quality of these materials. The results of this particular criterion are outlined on table 3 below. None of the participants disagree or strongly disagree. So, it can be said that the cassettes accompanying the textbook are suitable. Regarding the CD-ROM that accompanies the book, the table shows that there is a complete consensus on its suitability. No negative responses are recorded.

The arithmetic mean is 3. In addition, all participants except three believe that the teachers' book that accompanies the book is informative. Evaluation of Interchange Series 13 Objectives Needless to say, every textbook needs to have some objectives to fulfill the needs and wants of the students. Those should be the ones that are explicit, clear, and measurable. The results are presented in table 4 below. It also reveals that 19 participants Concerning the third issue in this category, the participants reported 14 On whether or not the developmental objectives are clear, precise, and measurable, table 4 shows that almost half of the participants 12 agree and other half disagree and think they need improvement.

On whether or not the developmental objectives suit the level of students, majority of the participant confirm the sentence and only 7 participants disagree on the statement. Evaluation of Interchange Series 14 The table, finally, shows that Topic Content The survey questionnaire evaluated the topic appropriateness of the textbook in question by including four criteria as indicated in Table 5.

Only 3 participants disagree with the first sentence. Furthermore, the results show that The results also show that 8. Seven participants disagree and 2 strongly disagree with the statement.

Evaluation of Interchange Series 15 Language Content Another main topic that we need to consider in evaluating a textbook is its language content. Too see how different components of language have been treated, questions pertaining grammar, vocabulary, pronunciation and the material with which the teaching of these components would be easier has been assessed.

This category comprises four units and the results are indicated in table 6 below. Table 6 indicates a complete agreement on the statement that the book covers the main grammar items appropriate to students.

Participants reported a different view on the issue that there are adequate materials for teaching vocabulary. Regarding the issue of whether the book includes adequate material for pronunciation work, the results show that there is a conflict between the participants about the adequacy of the materials for teaching pronunciation. Evaluation of Interchange Series 16 On whether or not the materials for teaching grammar, vocabulary, and pronunciation are graded in an appropriate manner, the results show that the majority of the participants had positive views and only three participants disagree According to the above indications, the materials for teaching vocabulary and pronunciation should be improved.

Social and Cultural Context Besides the appropriateness of language content, social and cultural components should also be appropriate.

A good English textbook presents socio-cultural issues like nationality, race, gender, social class in a way that it would not offend any group of people. The content of the book should be fee from stereotypical images and information. Regarding the issue of whether or not the book can allow students to learn about the inner lives of the characters used in the book, the results show that a high percentage of the participants do not agree that the student can learn about the inner lives of the characters used in the book.

On the other hand, Evaluation of Interchange Series 17 In short, the results shows that the book was unable to make positive views of people though the socio-cultural context were comprehensible.

Language Skills Teaching language involves teaching of skills; listening, speaking, reading, and writing. Interchange series are designed to develop all four skills evenly to enable students to communicate in the target language. In order to see to what extent Interchange was able to reach its objective in developing the four skills of language, 6 items has been revised in this category.

The results are presented in table 8 below. The results above show high percentage of the participants supporting that the four skills are adequately covered.

Out of 23 participants, 8 participants strongly agree and 12 agree. Only 3 participants disagree. Evaluation of Interchange Series 18 All participants approved that the listening material were appropriate while in reading they had a different view. Regarding the speaking materials, 20 out of 23 participants supported the sentence. As indicated above, the results show that the main focus of the book is on listening and speaking skills.

Reading and writing have not been treated fairly. Teaching Methods Teaching method is another main dimension in evaluating an English textbook. Every textbook follows a certain teaching methodology and the choice of good methodology is of utmost importance.

Whether textbook uses the methods latest in the field or it implies the old ones can differentiate greatly in enabling students to learn English better. The use of learner- centered methods which allows students to talk more than teachers has lately been popular.

But still many textbooks follow teacher-centered methods. The questions related to these matters have been included in the questionnaire and the results are as follows: Table 9:Teaching Methods Strongly agree disagree Strongly Mean Std. It also reveals that almost all of the participants support the idea that the methods used in the book are student-centered and they allow students to talk more than teachers. Practice and Testing Exercises and activities play an important role in effectively learning of the students and in preparing them for the examinations.

A good textbook contains a variety of exercises to make student ready to carry communicative tasks in real life. These exercises should be representative of the lessons in the book. The number of exercises is also another criterion to consider. Too much exercise would not help very much. To find out more on this category, six questions are included in the questionnaire and the results are presented in table 10 below: Table Practice and Testing Strongly agree disagree Strongly Mean Std.

On the other hand, only 1 participant, 4. The results indicate that out of 23 participants, 3 participants strongly disagree on the statement and 10 participants disagree. What advice does the doctor give his patients?

Rftir Use these ear drops. A Look at the maps. What places do you see? What can you do in these places? Simon, Tina, and Steve are talking about their hometowns. Look at the maps again. OT OF b. A Pair work Look at the pictures. When were they bom? Check V the year. Were your guesses correct? Where did the people grow up?

Complete the chart with the name of the city or country. Who do you think they are talking to? Look at the message pads. There are three mistakes in each message. Mom Terry Message: There's a iazz concert tomorrow niaht. He Message: Bloom's office called you. Your appointment chanaed. It's now next wants to invite vou. Call him tonight Tuesday at 3: The doctor can't see vou on Mondav because she has to work at the hospital.

Call her office before Mondav mornina. Tim Message: Vbur girlfriend loyce called you.

She can't meet you for dinner on Friday night because she has to visit her sister in the hospital. Complete the conversations. Dan Bolton. Nice to meet you, Amy. Ask and answer the questions. Then answer the questions. Are vour parents from I a pan? A Read the quiz.

Then add two more questions. World Knowledge Quiz 1. Are Shanghai and Beijing in China? Is Buenos Aires in Argentina? Where is Madrid?

What are two cities in Japan? Where are Sydney and Perth? Is Tokyo in South Korea? What are two cities in India? A Look at Picture 1. Rosie and Bob ore wearing boots.

Rosie wearing a scarf. Then look at Picture 2. How are they different? Tell your partner. In Picture 2, Bob is wearing a tie. How much do you remember? Cambridge University Press Grammar: Then complete the conversation between Nick and a new friend. I study computer science. I have a brother and a sister.

My sister lives in Washington, D. She studies computer science, too. My brother lives in Miami and works at a library. So, you study math. I don't study math. You have three brothers, right?

Your sister lives in Miami. And she studies math, right? And your brother works in an office? I live Ib go to school or work I. On weekends, I. B Pair work Tell your partner your answers from part A. How many things do you have in common? Do you study? Yes, I study and work. How about you? Do you live. A Are these sentences true about you? In my home. Yes No i In my neighborhood. Yes No 1. A Complete the conversation.

Oh, yes, sure. That sounds nice. B Pair work Your partner is selling an apartment. You want to download it. Have a conversation like the one in part A. A Complete the sentences. My sister at Mount Sinai Hospital, too. What does she do?

HI Mary: What do you do? I Ctm a doctor. My job? I a lawyer. How you like your job? Yes, I love it. No, she a technician. What about you? What do you? Where do you? I at Mount Sinai Hospital. B Now put the sentences in order. Make a conversation. Number the sentences from 1 to 5. You want to make an omelet and a green salad for lunch. You have the ingredients in the picture. What do you need to download? A Read the chart. Add two more activities. Do you ever.

Interchange English Exams

Ask questions from the chart. Do you ever go out to eat? Yes, I often do. More than one answer is possible. What do you do in your free time? Write two more questions for each personality type. Athletic Artistic 1. Can you swim? Can you draw? Are they athletic or artistic? Ask questions from part A. Use the phrases in the box or add your own ideas.

I'm going to celebrate mv birthday on lune 22nd. I'm going to have a bia parly. Choose a holiday or celebration. Your partner is going to guess your holiday.

Follow the Author

Use questions like the ones below. Take turns. Are you going to What are you going to Where are you going to Who is going to Are you going to stay home? Use the verbs in the box. Hello, Liz! I fed. I a stomachache and a headache. I see. Here, one of these pills every three hours.

I think I the flu. Listen home, some aspirin, and in bed. Thanks, Mr. Every day is the same: Maybe I can home early. Write some advice for each person. I have a sore throat and a headache. Your partner gives sympathy and advice.

So, read a book or magazine. Give directions. How do I get from school to the drugstore? I Drugstore 2. How do I get from the drugstore to the supermarket? How do I get from the supermarket to the bank? How do I get from the bank to the coffee shop? Where are they? Write three true statements afid three false statements. Use the prepositions in the box. The bank is across from the drugstore.

True or false? A What did these people do on the weekend? Write sentences. Use the activities in the box. Agatha Christie is a terrific writer. Anna played tennis. Anna didn't play tennis. She saw a movie. Frank saw a movie 3. Nicole went shopping. Teresa read a book.

Did you download a ticket? Did you go alone? No, I went with friends. Did you eat there? Yes, I ate a lot. Is it near here? Yes, it is. Is it the new Italian restaurant on Prince Street? Where were you born? Make a list. B Pair work Interview your partner. Use questions from the list you made in part A. I was born in Rio de Janeiro. Did you grow up there? I grew up in Sao Paulo.

Complete the messages with object pronouns. This is Mark. Would you like to come with 2? Please call 4 at lunchtime. My brother and sister are in town. Do you want to come? Give me a call. Use your ideas from part A. Make invitations. Your partner accepts or refuses them. Accept Refuse A: Do you want to go to the movies on A: Would you like to go Sunday afternoon?

Write words or draw pictures to help you remember. Good evening. Good morning. Fm great. Fm just fine. How are you? Fm pretty good. Not bad. Not too bad. Not too good. Have a nice dav. See you. See you later.

Good night. See vou tomorrow. Have a good evening. Use words or expressions from your vocabulary log. Hi, John. Hello, Michael. Your partner guesses.

Use words from your vocabulary log. Is the person a man or a woman? A woman. Is she wearing blue jeans? Is she wearing a skirt? Yes, she is. Is it blue? Is it Ana? Pair work Look at the pictures. What are these people doing? Ask and answer questions. She's my fathers sister. Is it in the living room? Is it near the window? Is it an armchair? My brother has an interesting job. What does he do? What are your favorite types of food? What do you usually have for breakfast?

I have coffee and bread and butter. I sometimes have cereal, too. I like beef and I like pasta. I can play the guitar. Can you? Yes, I can. We have that in common.

I can play the piano. Then complete the chart with your special days. B Pair work Talk about your special days. My first special day is February 14th. Why is it special? Find them. Then write the correct words. You can download bread at a bakery or at a supermarket. You can see paintings at a. You can get stamps at a.

You can download a toothbrush at a or at a. You can get a phone card at a. B Pair work Compare your answers. Then review the past form of the regular verbs. What did these people do on the weekend? Tell the class. B Pair work Cover the pictures in part A. Talk about what the people did.

Max wrote letters. Laura mowed the lawn. She vacuumed. You are in high school now: When do you have math? On Mondays, Tuesdays, and Thursdays.

Who is your math teacher? You are not in high school now: What were your favorite subjects in high school? I loved physics, and I liked chemistry, too. Who was your favorite teacher?

My chemistry teacher, Mr. Find the mistakes and rewrite the sentences. Susan is at the work. Rod is in vacation.

Kevin is in the Italy. Anne is away in a trip. Jeffrey and Kate are in the beach. Stan and Michelle are in home. B Pair work Ask and answer questions about the people in part A. Give Ss practice exchanging personal information. Bring business cards as examples. Make one copy of Project 1 for every S. Give each S a handout. Ss discuss the questions in groups. Then they interview a partner.

Ss create a business card for their partner. Encourage them to add a picture or design to the card. Make sure they practice asking and answering questions. Give Ss practice describing objects. Make a collage of your favorite things as an example. Make one copy of Project 2 for every S. Pay attention to their use of articles. Ss look through magazines and cut out pictures of their favorite things. Encourage them to find or draw pictures that express who they are.

Encourage them to use articles and prepositions of place. Encourage other Ss to ask questions. For larger classes, have Ss present their covers in small groups. Give Ss practice describing cities. Find a world map big enough for all Ss to see. Make one copy of Project 3 for every S. Elicit questions and write them on the board. If necessary, review Wh-questions. Explain the task. Ss use the pictures or postcards to ask and answer the questions about their hometowns.

Have them give at least three pieces of information. If Ss are from the same city or town, have them give information about their neighborhood. Give Ss practice describing clothing using the present continuous. Bring pictures of models on a runway or a televised fashion show. Make one copy of Project 4 for every group.

Ss choose a type of clothing and brand name. Ss plan a fashion show. If necessary, help Ss decide what kind of clothes to wear. Encourage them to design fun or interesting clothes. If Ss are uncomfortable on stage, suggest they play photographers or stylists. Remind them to use as much detail as possible. If possible, record the shows to play later. Give Ss practice using count and noncount nouns. Make one copy of Project 9 for every S.

As a review, elicit the names of the foods. Then have Ss answer the questions. Ss choose one of the diets to research.

Ttell Ss to make a list of foods that the diet allows. Remind them to include three meals a day and snacks and to consider portion size. Have Ss prepare a dish from their menu and for everyone to taste. Give Ss practice talking about sports and talents.

Make one copy of Project 10 for every two Ss. Give each pair a handout and focus their attention on the chart. Ss discuss the questions. Then elicit answers from the class. Ss write questions to find out the most common abilities and talents in the class.

Encourage each student to write at least one question. Remind Ss to write the answers. Then they use the information to make their own chart. Have Ss organize the data by gender, age, nationality, etc. Encourage them to use colors to identify categories e.

Remind Ss to explain the results. Give Ss practice using Wh-questions and the future with be going to. Make one copy of Project 11 for every group. Give each group a handout and explain the task. Ss choose a special occasion. Then they plan a party. Ask groups to design and make an invitation to their party.

Encourage them to be creative, using color, pictures, and designs.

Remind them to make their party sound like a fun event. Take a class vote on which party Ss would most like to attend. If possible, have a class party. Ss make invitations for special guests.

Give Ss practice asking for and giving advice. Make one copy of Project 12 for every two Ss. Give each pair a handout and explain the task. Ss write five more things. Have Ss choose one thing people want to do. Outside of class, Ss ask people for suggestions. Encourage them to find or draw pictures for each suggestion. Encourage other Ss to make suggestions and ask questions. Then have Ss vote on the best piece of advice.

Give Ss practice giving directions and describing places. Give Ss practice asking questions using the simple past. Make one copy of Project 13 for every two Ss.

Make one copy of Project 15 for every S. City map; brochures of tourist attractions Materials: Give each pair a handout. Ss list attractions in their city or town. Ss choose any world city and list its tourist attractions. Then ask: Ss decide on a city and choose places to see.

Encourage them to describe each place. Encourage Ss to use an actual map of the city to verify street names and intersections. Assign each group one attraction and have them research it and write a description. Give Ss practice using simple past Preparation: Make one copy of Project 14 for every group.

Give each group a handout. Encourage Ss to think of real experiences they had. Assign a season to each group. Ss describe their experiences.

Have the Ss vote on the best season. Ss write the names of five famous people. Ss compare lists and choose one person.

Full text of "Interchange 4th 3 SB"

Ss write a question on one side and the answer on the other side. Groups take turns reading their questions to the class. The first person to answer correctly gets a point.

Instead of reading the questions, Ss read the answers. Other Ss guess the questions. Give Ss practice describing events. Make one copy of Project 16 for every S. Ss find information about upcoming events.

Encourage them to use newspapers, magazines, or the Internet. Ss compare information and discuss the questions. If necessary, elicit audiences e. Encourage Ss to use photos or draw pictures of each event. Assign each group one kind of event e. Have groups describe events in that category. Encourage Ss to explain why they chose each event. What is a business card? What information is on a business card? What colors are on a business card? Prepare A Pair work Interview your partner.

Use these questions and your own questions. What is your name? What is your address? What is your phone number? Where are you from? What is your favorite color?

Other questions: B Pair work Use the information to make a business card for your partner. Include a picture or design. Present Class activity Go around the class. Show classmates your card and introduce yourself. What is your favorite movie? What is your favorite school subject? What is your favorite kind of music? Prepare Find pictures of your favorite things. Cut photos from magazines or draw your own pictures. Then cover your book with the pictures.

Choose things that will help your classmates know you better. Present Class activity Explain your book cover to the class. Use these sentences to help you. Plan Write questions someone might ask you about your city or town. Then find a picture or postcard of your hometown to bring to class.

What, 9 Where 9 Who? Share your pictures or postcards. Then take turns asking and answering questions. Give at least three pieces of information about the city or town. Decide what kind of clothes to design. Then choose a name for your brand. Kind of clothes: Name of brand: Prepare A Group work Plan a fashion show for your new brand.

Discuss these questions. What clothes will you wear? Who will be the models? Who will be the presenter? What music will you play during the show? What other things will you need to have? B Group work Write descriptions of the clothes the models will wear.

Remember to describe colors and patterns. Then give your descriptions to the presenter to read to the class. Present Class activity Perform your fashion show.

Plan What are you doing at these times? Then compare your sentences with a partner. Find pictures of what people are doing at that time of day. Then make a poster with the pictures. Present Class activity Show your poster to the class. Explain what the people in the pictures are. It is time and they are -ing. What do you do every day? What do you do every week?

Do you think their weekend routines are the same or different? Prepare A Pair work Choose a person with a schedule that is different from yours. Then write questions about his or her daily routine. What time do you wake up on weekdays? When do you eat lunch? What time do you go home? What do you do in the evenings? When do you go to bed? B Pair work Interview the person about his or her daily routine.

Write down the answers. Present Class activity Share your calendar with the class. Write what you would use each room for. What furniture do you need in each room? Prepare A Group work Design your dream home. Use these questions to help you. How many rooms are there? How will each room be used? What else does the home have? B Group work Draw a floor plan of the house or apartment.

Then each person chooses one room to design. Present Class activity Tell the class about each room in your dream home. Explain why you chose the furniture and location. Plan Pair work Look at the pictures. Which job do you want to do? Prepare A Group work Choose a person with an interesting job. Then write questions about his or her job. Where do you work? What do you do, exactly? How do you like your job? What time do you start and finish work? B Group work Interview the person about his or her job.

Then make a poster to advertise the job. Present Class activity Share your poster with the class. Try to make your classmates want the job. Prepare A Group work Choose one of the diets above or a diet that is very different from your own. Then research the diet on the Internet. Make a list of foods that a person on the diet can eat. B Group work Use the information to plan a three-day menu. Remember to include breakfast, lunch, dinner, and a snack for each day. Present Class activity Explain the diet to the class.

Then present your three-day menu. Cambridge University Press Projects: How many hours do adults watch TV?

How many hours do 1-year-old children watch TV? How many hours do year-old children watch TV? How many hours do children spend in front of a screen? Use these questions and your own ideas to make a survey.

Write at least one question for each student in your group. Who do you do it with? Where do you do it? How often do you do it? When do you do it?

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