New Headway, Upper-Intermediate, Teacher s book, Soars L., Soars J., Maris A., 2014

New Headway, Upper-Intermediate, Teacher's book, Soars L., Soars J., Maris A., 2014.

   At the start of any new level of a course, establishing a good classroom atmosphere where everyone feels comfortable is important from the very beginning. It is also important to gauge students’ ability to use the main tenses in English. At Upper-Intermediate level, students need to be able to express themselves in a more natural way, using a wider range of adverbs and adverbial phrases. This Test your grammar covers the main tenses students will be familiar with, but also gives students the opportunity to get talking and find out about each other. This initial stage and the rest of the unit will also allow you to assess the students’ strengths and weaknesses, and their overall levels of fluency.

New Headway, Upper-Intermediate, Teacher's book, Soars L., Soars J., Maris A., 2014


What do you think?
The What do you think? sections give students the opportunity to talk about personal experiences and express opinions about the topic of the lesson. Unless you have a very small class, these are best done in groups of three to six. It can be helpful to nominate one student in each group to be the discussion leader. It is their job to ask the questions, make sure everybody gets a chance to speak, and to decide when to move on from one question to the next. Make sure a different student is chosen each time students do a discussion task.

Monitor the groups equally, helping as necessary. If you are monitoring for accuracy, note any important errors and write them anonymously on the board for class correction.

Read the questions on SB p9 as a class and deal with any vocabulary queries. With weaker students, you could brainstorm the disadvantages of moving abroad and the parallel advantages as a class, and collate the ideas on the board.



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2019-10-23 08:46:47