SUGGESTION If students have problems with the intonation of the model question in Exercise 3, try building up the intonation from the end. Drill the questions in sections like this: …to get warmer? …will continue to get warmer? Do you think the earth will continue to get warmer? Elicit the question and sample answers for Number 2. With weaker classes, drill all the questions students need to use, and elicit a range of answers from the class. Check the questions formation with the class. (See answers in bold in Put the students in groups of three or four to discuss the questions. Monitor and check for accurate use of will and the modals. Also check the students’ pronunciation, and drill the questions and answers again as necessary. Tell the students they are going to listen to some people discussing the same questions. Pre-teach/check nuclear energy, wind farm, shoreline, to recycle trash. Play the recording through once, and elicit students’ reactions to the opinions expressed. Play it again, and establish where the students agree or disagree with the opinions in the recording. Answers and audio script (CD2 – 3) What do you think will happen? 1. A: Do you think the earth will continue to get wanner? B: Yes, I do. The more I read about it, the more I think it will. A few years ago I wasn’t so sure. 2. A: Do you think all the ice will melt at the Foies? B: Well, I don’t think all the ice will melt, but a lot has melted already. Do you know a new island near Greenland has just appeared? They thought it was part of the mainland, but it was just an ice bridge and it melted. It’s called Warming Island. A good name, don’t you think? 3. A: Do think Polar bears will become extinct?
SUGGESTION If students have problems with the intonation of the model question in Exercise 3, try building up the intonation from the end. Drill the questions in sections like this: …to get warmer? …will continue to get warmer? Do you think the earth will continue to get warmer? Elicit the question and sample answers for Number 2. With weaker classes, drill all the questions students need to use, and elicit a range of answers from the class. Check the questions formation with the class. (See answers in bold in Put the students in groups of three or four to discuss the questions. Monitor and check for accurate use of will and the modals. Also check the students’ pronunciation, and drill the questions and answers again as necessary. Tell the students they are going to listen to some people discussing the same questions. Pre-teach/check nuclear energy, wind farm, shoreline, to recycle trash. Play the recording through once, and elicit students’ reactions to the opinions expressed. Play it again, and establish where the students agree or disagree with the opinions in the recording. Answers and audio script (CD2 – 3) What do you think will happen? 1. A: Do you think the earth will continue to get wanner? B: Yes, I do. The more I read about it, the more I think it will. A few years ago I wasn’t so sure. 2. A: Do you think all the ice will melt at the Foies? B: Well, I don’t think all the ice will melt, but a lot has melted already. Do you know a new island near Greenland has just appeared? They thought it was part of the mainland, but it was just an ice bridge and it melted. It’s called Warming Island. A good name, don’t you think? 3. A: Do think Polar bears will become extinct?
756.AmericanHeadway3.docx