The Way Ahead   Presentation Index (Teacher's Book) Index (Student's book)

Teacher's Notes
- Lesson 2 -

WE NEED "UN" INFORMATION STRIPS FOR THIS LESSON (PP. 69, 70)

REMIND STUDENTS TO FILL IN THEIR ATTENDANCE SHEETS 
FOR THIS AND EVERY LESSON.

Student's book page 69. "Rewind" - Warm-up:
Materials: Student's book (Click here); "Word Bank"
Students: Groups
Rationale: Reading; listening; giving instructions; peer dictation
Method: One student reads a news clip from the Word Bank (back of the Student Book). The others write the words in their books, but they also use "Cassette-player" instructions when directing the reader: "Stop!" :Rewind!" " "Play!" etc.
Notes: The reader should interpret the commands literally. For example, if someone says "Stop!", then the reader should stop immediately. If someone says "Rewind", then the reader should go back to the beginning, but should not start reading until asked to "Play!"

Student's book page 70. "U.N." - Project-work:
Materials: Student's book   (Click here)
Information strips (Teacher's Resource).
Students: Singly - whole class
Rationale: Accessing data and transferring it onto charts and tables.
Method:

Version 1: The teacher gives each student a strip with facts on it. The students share these facts among themselves and use the information to complete the graphs and the table in their books.

Version 2: The teacher puts the strips on the walls of the classroom (or outside the classroom) and the students access the information by reading the strips individually and filling in the charts in their books.

Version 3: The strips are put on the walls and students report back to one person in the group, who stays seated and transfers the information to the charts. This becomes a competition to complete the information transfer first.

Version 4: Students remember an information strip for homework, then share that information (without the strips) in the lesson (Version 1).

Notes: In Version 1 there is a danger that the information transfer can become a case of students reading each others' information strips, whereas the aim in using this Version is to promote oral exchanges. Therefore students should be encouraged to relate the information to each other in a question/answer format (see Version 4).

Student's book page 71. "Delivery" - Project-work:

Materials: Student book (click here to see the student page); Computer
Students: Pairs or groups
Rationale: Development of oral presentation skills. Awareness of "Delivery"
Method:

Stage 1: The teacher models the first two paragraphs of a text (Students?Book), concentrating on stresses and pauses. While listening to the second paragraph, students mark the stresses and pauses in their books (paragraph 1 is already marked for them).

Stage 2: Students then mark the stresses and pauses in the rest of the text according to their opinion.

Stage 3: They read the whole text to each other, concentrating on these two aspects of Delivery.

Notes:

There is little time to develop these oral delivery skills to any extent, so the aim is to make students aware what is needed when giving a presentation. The text itself is about the structure of a Presentation, so it should help students to focus on this topic.

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