Icebreakers and warm-ups

Важность разминки невозможно переоценить. Лед необходимо разбить как в

начале каждого урока, так и в начале курса, чтобы дать возможность ученикам
познакомиться. Задания из книги универсальны и подойдут для любых случаев.
А педагогу не надо ломать голову перед каждым уроком в поисках интересного
способа начать занятия.

Filling a Foot
Level: elementary to advanced
Materials: none
1. Pair the students and ask them to take off their shoes. Ask them to place a sheet of
paper on the floor and draw round their partner’s foot. They then ‘fill’ the foot
outline with information about the partner, excluding name, age and country (if this
is an international class). If drawing round a foot would be either embarrassing or
taboo, get the students to draw round each other’s hands.
2. Collect the sheets and shuffle them. Hand them out at random. No one should get
their own sheet.
3. Tell the students to find the owner of the foot on their sheet and get lots more
information to put inside the shape. They add the name of the owner of the outline.
4. Put the sheets up round the walls of the classroom

Grammar
Задания предназначены для отработки и повторения определенной
грамматической темы: prepositions, pronouns, third person singular, past simple,
present and past perfect, irregular verbs, conditionals и так далее.
Примеры упражнений из книги.

Building Houses: Past Perfect

Level: lower to upper intermediate
Materials: sheets of paper / notebooks
When you have exhausted the possibilities in the coursebook, this activity can be
used to teach the tense sequences.
1. Dictate these sentences to the students:
 They built the walls.
 They cleared the ground.
 They laid the drains.
 They put in the electrics.
 They plastered the walls inside.
 They poured cement into the trenches.
 They put up the rafters.
 They tiled the roof.
 They painted the inside walls.
 They put in the plumbing.
 They agreed to the plans with the client.
 They laid grass round the new house.
Check that they understand and can spell all the words.
2. Ask the students to work in pairs and put the sentences in a logical sequence, re-
writing them like this: When they had agreed to the plans with the client, they
cleared the ground. When they had cleared the ground, they dug the foundation
trenches.
3. Get different pairs to read out their sequences. There is likely to be some
disagreement.

Rhythmical Irregular Verbs

 Level: elementary to lower intermediate
Materials: none
1. To practise a set of twenty or so irregular verbs, ask the students to stand up and
demonstrate with ‘go – went – gone’. ● You and the students touch your ankles and
say ‘go’. ● You touch your hips and say ‘went’. ● You fling your arms above your
head and say ‘gone’.
2. Now take the verb ‘cut’. This time you and the students touch your ankles three
times, chanting ‘cut – cut – cut’.
3. With the verb ‘teach’ you touch your ankles once and your hips twice chanting,
‘teach – taught – taught’.
4. Run through all your verbs as rhythmically as you can.

Vocabulary
В учебнике новая лексика представлена сетами и дается в контексте. Но не
всегда достаточно практических упражнений для отработки, а особенно для
повторения слов. Mario Rinvolucri предлагает множество простых способов.
Например,
Collective Picture
Level: elementary to upper intermediate
Materials: 30 slips of paper for writing items of vocabulary, notebooks
Preparation: Select a set of concrete nouns and verbs from the last three units of the
coursebook. Write about thirty of these words on slips of paper.
1. Hand out one slip of paper to each student and explain that you are going to ask the
class to draw a collective picture on the board.
2. Ask each student to come up to the board and draw the word from their slip of paper.
The idea is to get all the items into a coherent picture. The picture for a verb will be
a picture of the verb happening. Do the exercise without speaking. Don’t intervene –
let the students produce the collective picture they want.
3. Ask the class to name all the things in the picture and their parts. Get students to
write the words in.
4. Individually, the students copy the drawing and the words.
5. Allow time for feedback on how building the picture felt. At low levels, let this
happen in the mother tongue.

Reading
В этом разделе автор делится идеями как выжать максимум пользы из текста в
учебнике и задания на основе текстов, прочитанных ранее.
Пример задания.
Summarising the Text
Level: lower intermediate to advanced
Materials: sheets of paper / notebooks
1. Select a fairly long reading passage from the coursebook.
2. Divide the class up into four equal-sized groups, but ask the students to work on
their own.
3. Ask the students to read a text with these tasks in mind: ● Group 1: Pick out 8-12
key words or phrases from the text. ● Group 2: Summarise the main content of the
passage in one sentence. ● Group 3: Summarise the main content in one paragraph
(maximum four sentences). ● Group 4: Notice their own reaction to the text and
express this in 5-10 key words.
4. Group the students in fours, with one person from each of the above groups.
5. Tell the students to share the work they have been doing.
6. Leave time for a short, whole-class feedback on how they experienced the different
tasks.
 Writing
Глава содержит несколько упражнений на развитие письма для парной и
самостоятельной работы.
The Optimist and the Pessimist
Level: elementary to advanced
Materials: copies of a reading text from the coursebook, sheets of paper
1. Ask each student to fold and tear a piece of paper into seven strips.
2. Pair the students and tell them one is to choose the role of the Optimist and the other
the role of the Pessimist.
3. Dictate a first line to all the pairs. For example: This woman’s dog likes eating
chocolate.
4. Simultaneously, the Optimist in each pair writes a reaction on their first slip of paper
starting with ‘Fortunately …’, while the Pessimist writes a reaction starting with
‘Unfortunately …’
5. Tell the Optimists to place their sentences after the initial statement. The Pessimists
then place their sentences in third position.
6. Tell the Optimists and Pessimists to simultaneously write reactions to the third
sentence, each starting with their respective adverb. The Pessimists place their
sentences in fourth position, while the Optimists place theirs in fifth place.
7. Tell them to react to the fifth sentence, and so on, until their seven slips are all used
up.
8. When the writing phase is over, invite two or three pairs to read out their surreal
dialogues to the class.

Listening
Занимательные задания из пособия побуждают учеников прослушивать текст и
обсуждать его. А также развивать навыки аудирования интересными методами,
например, слушая текст коллективно, как в следующем упражнении.
Four Ears Are Better Than Two
Level: elementary to upper intermediate
Materials: CD player, sheets of paper / notebooks, copies of listening transcript
1. Choose a fairly long listening comprehension from the coursebook.
2. Play it to the students once and ask them to take notes of what they hear.
3. Ask them to go over their notes individually.
4. Pair the students and ask them to compare notes.
5. Ask them to form new pairs and compare notes again.
6. Play the listening a second time and ask the students to fill out their notes.
7. Tell the students to work with a new partner and tell them what new things they
heard on the second listening.
8. Play the listening a third time, this time with the coursebooks open in front of them.

Speaking
Часть заданий в этой секции направлена на улучшение произношения.
Остальные упражнения на развитие умения поддерживать беседу. Приводим
пример из книги. Особенно актуальна для начала года идея из Variation.
Liar, Liar!
Level: elementary to advanced
Materials: none
Preparation: After you have spent some time on narrative tenses, ask your students
to come to the next class with a story to tell about themselves. Explain that it can be
a true story or an invention.
1. Group the students in sixes and ask each student to tell their story without saying
whether it is fact or fiction.
2. After each telling, get the students to vote on whether the story is true or invented.
The teller says nothing. When all six people have told their stories, the tellers reveal
if they lied or told the truth.
Variation
Andrew Wright suggests that if you have to set your student an essay subject like
‘My Last Summer Holidays’, you can spice it up by asking the students to each
include three untruths. When the essays have been written, you get the students
working in fours reading each other’s compositions. Their task is try to spot the lies.
В пособии найдете множество свежих идей и хорошо известных упражнений,
чтобы закрепить новую тему, повторить изученное, разрядить обстановку,
поиграть. Некоторые активности адаптируются и для индивидуального обучения
и подойдут для дистанционного формата работы с группой.