Diff erences (word order/time)
1a.1b.
2a.
2b.
3a.
3b.
4a.
4b.
5a.
5b.
11 Project
1. Compare English and Arabic. Find or write sentences that refer to specifi c time, i.e. past, present, and future, without time words.
2. Study the sentences and identify similarities and diff erences.
Compare word order and ways that time is indicated. Remember to look for relevant data and analyses in books or on the Internet.
Make notes in the chart.
3. Use your notes to prepare a PowerPoint presentation with additional examples, data, and sources.
4. Use questions to address your classmates and make your presentation more interactive.
5. Use illustrations to support meaning and/or elicit ideas from your audience.
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Teacher’s Guide
5 Express Yourself
66
11 Project
zTell students that they will be working on a PowerPoint presentation comparing English and Arabic.
zOrganize students in groups and have them summarize some of the information and comments that they wrote about in the previous lesson.
zCall on a student from each group to present the group’s ideas.
zRead directions for tasks 1 and 2. Discuss where students can fi nd information.
zRemind them to use the Internet, look up dictionaries and other books and talk to adults that can help them. Have them make notes and if possible record interviews.
zHave students study the chart and make notes in the right space. Point out that they will have think of meaning and consider time reference.
zTell the class to include cultural information and to indicate if some of the sentences cannot be transferred closely because they would not be acceptable or meaningful.
zGive groups some time to discuss and make decisions. Remind them to assign tasks to diff erent group members and to make sure there is at least one person making notes.
zHave students work in groups and discuss the information they have. Remind them to make notes in the chart. Encourage them to be as creative as possible.
zCall on a student from each group to present some of their ideas for the class. Ask students to listen carefully and discuss or comment on the ideas that are presented.
zGive the class some tips about interactive presentations. Demonstrate how they can use:
1. pictures to elicit information, ideas, impressions, questions
2. questions to elicit ideas, expectations, attitude etc.
Tell them to organize their presentation in such a way so that they can show a visual or minimal bullet points or a question and elicit and then show the actual information or comment. Explain that this way the audience can be involved and engaged throughout and feel that they are actually contributing to the presentation.
zHave groups plan and prepare their PowerPoint presentation. Encourage them to add their own ideas.
Remind groups to assign tasks and responsibilities to group members depending on their skills and abilities. Tell each group to appoint a chairperson that can control the discussion and make sure everyone has a chance to express their opinion and make suggestions. Circulate and monitor participation.
Encourage quieter students to participate. Help when necessary.
zIf there isn’t internet access, tell students that they will have to do some of the work for their presentation in class and some after class.
In-class tasks: assign research and design tasks, assign responsibilities, share the work among members of the group
Discuss and draft presentation, plan slides, collect and organize available information.
Out-of-class tasks: Research the Internet for information.
zExplain to students that after they have collected all the information and designed their presentation, they will spend some time in class coordinating before their presentation in the next or the following lesson.
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Teacher’s Guide
5 Express Yourself
67
12 Self Refl ection
zWrite ‘Express Yourself’ on the board and elicit as many ideas and words as possible from the class. List the words on the board. Ask students to comment on the unit title and say how they interpret it.
What does it mean to each one of them?
What do they usually want to express?
zElicit answers from volunteers.
zHave students scan pages 56 and 57. Ask them to think about things they liked and things they disliked about this part of the unit. Use questions to help them remember. For example:
Which is the most widely spoken language in the world?
Which languages include a clicking sound? What are the main features of such languages?
How many words are there in English?
Which English word has the most defi nitions?
zGive students time to make notes about likes and dislikes and easy or diffi cult items in the section.
zBefore directing students to pages 58, 59, ask them some questions. For example:
Complete the sentences:
I know a man who _______________
The car that I like is _______________
There are many _______________ which the students _______________
zHave volunteers answer the questions. Elicit more examples from pairs of students after you give them a couple of minutes to think.
zDiscuss the grammar of the unit with the class. Call on volunteers to say if they found it easy or diffi cult and give reasons.
zHave students make notes in the Self Refl ection chart.
Ask them to focus on likes, dislikes and easy or diffi cult items.
zDirect students to pages 60, 61. Call on volunteers to say what the conversation is about and which are their favorite expressions.
zHave students say what they remember from this section and make notes in the chart.
zWrite ‘INVENTED LANGUAGES’ on the board and brainstorm on language and information that students remember. Call on volunteers to list as many words as they can on the board. Encourage the rest of the class to make suggestions.
zHave a class discussion about invented languages.
zHave students complete their Self Refl ection charts as
before about likes, dislikes and things they found easy or diffi cult.
zBefore directing students to 10 Writing ask them to say what they remember about English as an International Language. Give them some time to work in pairs and then call on volunteers to answer.
zHave students scan pages 64 and 65 and make notes as before.
zDirect students to the 11 Project page and hold a discussion about what they found more or less useful and more or less interesting. Hold a class discussion about project work and research. Elicit ideas from the students and have them present their experiences for the class.
Did they have diffi culty making decisions in their group? Why? Why not?
Did they feel that they had the chance to present their ideas?
Was it diffi cult or easy to access diff erent sources and collect information? Why? Why not?
Where did they fi nd information? Where did they fi nd photos?
Did they enjoy preparing their presentation?
Would they change anything if they had the chance to do it again? What?
Was there room for originality and creativity?
Why? Why not?
zAllow time for students to make notes on the project section individually. Then have them check with a partner.
zHave students fi ll out the checklist alone and write their fi ve favorite words. Ask them to move around the classroom and compare their notes with as many of their classmates as possible.
zDiscuss areas that students feel they need more work on and make suggestions. Check to make sure that they have chosen the appropriate suggestion from the last column in order to deal with diffi culties.
Homework
Assign More! Unit 5 for additional grammar and vocabulary practice.
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67
12 Self Refl ection
Unit 5 Checklist
I can do this very well.
I can do this quite well.
I need to study/
practice more.
discuss world languages talk about the English language ask someone to repeat something
use adjective clauses and relative pronouns
use relative pronouns as subjects of adjective clauses use relative pronouns as objects of adjective clauses
My fi ve favorite new words from Unit 5:
If you’re still not sure about something from Unit 5:
• read through the unit again
• listen to the audio material
• study the grammar on page 58 again
• ask your teacher for help
Things that I found easy in Unit 5: Things that I found diffi cult in Unit 5:
Things that I liked about Unit 5: Things that I didn’t like very much:
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6 Lost and Found
68
1 Listen and Discuss
1. Tell about the most valuable thing you have ever lost.
2. Tell about the most valuable thing you have ever found.