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Teacher's Notes
- Lesson 4 -

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

Student's book page 75. "Presentation Phrases"- Warm-up:

Materials:	Student's book (Click here);
Students:	Groups
Rationale:	Presentation structure; "Signpost" phrases
Method:	Students look at the "signpost" phrases on the page (Students's Book, page 75) and decide where they should appear in the Presentation, writing them in the "Structure" table on the same page. These phrases should then be used by the students at the appropriate places in their own Presentations
Notes:	It is important that students learn about the structure of a Presentation, since it is common for many items that they will have to compose and deliver in their lives (reports, business letters, dissertations, etc.). The skill of dividing the material into clear-cut sections and marking these with appropriate language is a valuable one for the students to learn.

Student's book pages 76, 77. "Note-cards"; "My Cards"- Project-work:

Materials:	Student's book (1) Student's book (2) (Click here)
Students:	Individuals
Rationale:	Summarizing; note-making
Method:	The first of these two pages offers an example in note-making, showing students how a text can be summarized with a few key words. Students should then consider the Presentation that they will be giving and write similar short lists of key words on the next page ("My Cards").
Notes:	Summarizing is another important skill. Again, there is little time to give it much attention, but we can at least help our students to be aware of the need to write down key words on note cards and to use these in the Presentation. They should be discouraged from reading from a prepared text.

Student's book pages 78, 79. "Beliefs About Language Learning" (BALLI) ?Homework:

Materials:	Student book (1) Student book (2) (click here to see the student page);
Students:	Singly, or pairs
Rationale:	Learning strategies; student perceptions; self-assessment.
Method:	Version 1: Students do this questionnaire at home as a self-commentary on their perceptions on language learning. Version 2: Students use the questionnaire to survey opinions of classmates or students in other classes on this topic. Version 3: The questionnaire can be used for the activity "Let's Make a Survey" and the data collated for the Presentation.
Notes: