1. when he was 14 2. while he was studying at the Fashion Institute 3. in 1972 4. four years after he got married 5. for ten years 6. until he was 44 7. since the 1970s 8. Between 1982 and 1986 Role play If you are short on time, you can have students prepare their interview questions for homework and do the role play in a later lesson. Give students time to draft their questions in pairs. Monitor and help as necessary. If possible, set up the interviews to look as authentic as possible. Position chairs opposite each other, and give the students props such as a microphone, the interviewer s set of questions and notes, and glasses of water. Students who enjoy role play can even try adopting American accents! With smaller classes, a pair of students can do the role play for the rest of the class as if they are a studio audience. With larger classes, students will need to do the role play at the same time. Whichever format you choose, make notes on any common errors to highlight in a later lesson. The focus here is fluency and fun. Therefore students shouldn’t be interrupted. See TB p. 57 for notes on recording students on video. SUGGESTION If students enjoy the role play, you could ask pairs to research another living celebrity/public figure, and repeat the activity. Make sure students who played the interviewer take the role of the celebrity this time. WRITING (SB p. 105) Describing a person — Facts and opinions This unit continues the work on descriptions that students started in Unit 6, with a focus on describing a person. The stages that lead up to the writing task include reading a model text for gist, distinguishing facts from personal opinions, finding words for
1. when he was 14 2. while he was studying at the Fashion Institute 3. in 1972 4. four years after he got married 5. for ten years 6. until he was 44 7. since the 1970s 8. Between 1982 and 1986 Role play If you are short on time, you can have students prepare their interview questions for homework and do the role play in a later lesson. Give students time to draft their questions in pairs. Monitor and help as necessary. If possible, set up the interviews to look as authentic as possible. Position chairs opposite each other, and give the students props such as a microphone, the interviewer s set of questions and notes, and glasses of water. Students who enjoy role play can even try adopting American accents! With smaller classes, a pair of students can do the role play for the rest of the class as if they are a studio audience. With larger classes, students will need to do the role play at the same time. Whichever format you choose, make notes on any common errors to highlight in a later lesson. The focus here is fluency and fun. Therefore students shouldn’t be interrupted. See TB p. 57 for notes on recording students on video. SUGGESTION If students enjoy the role play, you could ask pairs to research another living celebrity/public figure, and repeat the activity. Make sure students who played the interviewer take the role of the celebrity this time. WRITING (SB p. 105) Describing a person — Facts and opinions This unit continues the work on descriptions that students started in Unit 6, with a focus on describing a person. The stages that lead up to the writing task include reading a model text for gist, distinguishing facts from personal opinions, finding words for
756.AmericanHeadway3.docx