Longman Total English 5 Upper-Inter - 108p.pdf
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认证信息
机构认证
宁夏凯米世纪网络科技有限公司
宁夏
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91640100MA774ECW4K
IP属地：宁夏
18
积分
- 关 键 词：
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Longman
Total
English
Upper-Inter
108p
Upper
Inter
108
- 资源描述：
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connecting across and down 1read the clues and fill in the crossword 1 2 345 6 7 8 910 across 3someone you know but not very well 6a woman that a man is married to 7a sister is a girl woman whose father mother has married your father mother 9someone you work with down 1 someone you are very close to because you share the same emotions and interests 2if you re on the same as someone you both see things in a similar way 4do you like to make a good first when you first meet people 5when you like someone as soon as you meet them you 8when we share a similar view we see to eye 10to have a in common 2look back at your answers to each of the clues above write a sentence using each answer which relates to a person in your life then read your sentences to your partner ask each other follow up questions copyright 2006 pearson education all rights connecting across and down teacher s notes aim to practise and consolidate key vocabulary family relationships this warmer is designed to be used in conjunction with unit 1 time 40 minutes materials photocopies of the worksheet for each student 1this quiz is based on the key vocabulary from the students book unit 1 page 17 explain to students that all the words in the crossword are connected with family relationships and vocabulary that they have recently been introduced to students read the clues check to see if there are any questions students then work on each clue filling in the crossword monitor to check they are on the right lines when students finish they compare their answers and spellings with their partner elicit answers from students answers 1 down soulmate 2 down wavelength 3 across acquaintance 4 down impression 5 down click 6 across wife 7 across step 8 down eye 9 across colleague 10 down lot 2students use each of the words phrases from the crossword to relate to a relationship in their own life if they ask about whether wife or soul mate is relevant to them ask them to think about someone they know in their family who has a wife has met their soul mate etc as long as it relates to their world to personalise the activity monitor as students work and encourage them to quiz each other about their sentences get feedback from the students at the end copyright 2006 pearson education all rights the right question tag 1complete the sentences below with the correct question tag 1 he made a good impression 2 she s his half sister 3 they don t really see eye to eye 4 i m a responsible person 5 let s try and get on with him 6 nobody in that group had much in common 7 you just can t get on with your step brother 8 have a cup of tea 2write a dialogue using the instructions in the box below decide on what two people are having a conversation decide on the subject of the dialogue it has to be about relationships that people have at work home school college use your imagination use six question tags refer to your student s book page 17 for a quick review of possible question tags and also useful vocabulary a b a b a b a b a b copyright 2006 pearson education all rights the right question tag teacher s notes aim to provide further practice of question tags this worksheet is designed to be used in conjunction with unit 1 1 time 40 minutes materials photocopies of the worksheet for each student 1ask students to read the sentences and then fill in the correct question tag monitor to check they are going in the right direction and give help if necessary give students time to compare their answers before eliciting answers from the class answers 1 didn t he 2 isn t she 3 do they 4 aren t i 5 shall we 6 did they 7 can you 8 won t you 2students have a freer activity here where they decide on an idea for a short dialogue the theme is that of the unit connections between people so tell students their dialogue is basically about any relationships that occur between people for example it could be two people sitting on a bus talking about people they know friends in a caf talking about how everyone got on at a party the only criteria is that they use six question tags and if they want some vocabulary from the unit monitor whilst they work to check that they are using question tags correctly at the end get students to swap dialogues and read their partner s dialogues encourage them to make corrections if necessary then ask students to take a role in each one and read them out aloud get feedback from the class at the end copyright 2006 pearson education all rights does everyone agree 1complete the sentences 1 6 using the words from the box below any every everyone any nothing some 1 i think will be pleased to know that he now has responsibility for the junior team 2 do you have skills that would be useful for this job 3 i think person in the room realised the importance of their visit 4 seemed to worry her at all about her family situation 5 do you have thing that would help a bad cold 6 would you like more of this delicious chocolate 2complete the box below with as many of the phrases for expressing agreement and disagreement as you can remember from unit 1 2 expressing agreement expressing disagreement 3read the statements 1 5 to two students and find out whether they agree disagree with them 1 it is much better to live really close to as many members of your family as possible 2 it s a good idea for parents to look after our children if we return to work 3 children should leave the family home by the time they are twenty to find their independence 4 it is better for children not to tell their parents everything about their life 5 our parents education can affect the career direction we decide to take 4now think back to how to report agreement disagreement and note down as many phrases as possible in pairs then write down the opinions the other two students expressed using these phrases copyright 2006 pearson education all rights does everyone agree teacher s notes aim to provide further practice of any every no some and expressing agreement disagreement this worksheet is designed to be used in conjunction with unit 1 2 time 40 minutes materials photocopies of the worksheet for each student 1tell students they have to construct complete sentences using the words in the box if necessary do the first one with them as an example check answers with the class answers 1 everyone 2 any 3 every 4 nothing 5 any 6 some 2ask students to work together to brainstorm as many phrases as they can from unit 1 2 for expressing agreement and disagreement if they are finding this difficult suggest that they look at the how to box in their student s book page 11 for a few seconds then close their books and continue the exercise answers expressing agreement that s absolutely right i completely agree with that i couldn t agree more that s probably true i think there s some truth in that expressing disagreement i m not sure if i agree with that i don t think that s completely true that s not true at all i totally disagree 3tell students to discuss the statements with two students monitor to check that students use the agreement disagreement phrases 4ask students to report back the results of each statement discussed in groups of two or three make sure students use we all felt pretty much the same about this question there were a number of differences of opinion x had quite strong views about this get feedback from each group for each statement copyright 2006 pearson education all rights speculating 1choose one of the words from the box below to fill each gap below could might may can must can t 1 you ve been playing tennis in this hot sun for almost four hours you be thirsty 2 does anyone know where sophie works i m not sure i think it be west london 3 it get quite noisy in this classroom when everyone arrives in the mornings 4 surely she know about the secret holiday we ve planned we ve told nobody 5 i feel very tired i think i be getting a cold 6 do you think you go to the summer camp if you save up enough money 2things that go bump in the night read each sentence below and then expand it to explain what you think the noise is using must could might may can and can t 1 there s a loud bang on a window downstairs and it s very windy outside 2 there s a crashing noise in the kitchen 3 in the hall there s a loud thud 4 a snoring noise is coming from the bedroom 5 there s a scream from a tv programme 6 there s a creaking noise outside in the garden copyright 2006 pearson education all rights speculating teacher s notes aim to provide further practice of present future modals of possibility and making speculations this worksheet is designed to be used in conjunction with unit 1 3 time 40 minutes materials photocopies of the worksheet for each student 1 tell students to complete the sentences using the modals in the box give students time to compare answers and then check them with the class answers 1 must 2 could might may 3 can 4 can t 5 could might may 6 might could may 2students revise vocabulary to describe noise through this speculation exercise get students to read each sentence and then speculate using may might can can t could must to speculate as to what each noise could be monitor whilst they work to check they are on the right lines encourage students to be creative or funny the main thing is to get the language flowing elicit students answers and encourage peer correction possible answers 1 it might be something from the garden thrown against the window in the rain 2 it could be a plate or a cup that has fallen off the cupboard 3 that must be the cat jumping into the house through the window 4 that can t be mum she sleeps so quietly 5 that might be a scary movie 6 it may be a tree moving in the wind copyright 2006 pearson education all rights sorting out phrasal verbs 1reorder sentences 1 10 they all contain phrasal verbs 1 after she definitely grandmother her takes 2 always i up looked my to brother oldest i when little was 3 up loved he growing the in country 4 always she off was because me annoyed she showing 5 up they were brought with sound very values 6 other with each on we got away right 7 went they out for years five together 8 know i don t they suddenly why up split 9 hate i out with falling friends my 10 up row quickly other each they made with after their 2interview three students using questions 1 5 questionanswers where do you think is an ideal place to grow up why why do you think that some people show off what sort of qualities in a person make you look up to them what is the best way to make it up with someone after a row do you think there are any common reasons that couples split up what are they 3summarise the answers you received in ex 2 and write a short paragraph for each question copyright 2006 pearson education all rights sorting out phrasal verbs teacher s notes aim to practise and consolidate the key phrasal verbs from the vocabulary page this worksheet is designed to be used in conjunction with unit 1 time 40 minutes materials photocopies of the worksheet for each student 1tell students to reorder the sentences making sure they have a phrasal verb in each sentence monitor as they work to guide them in right direction if necessary elicit answers from the class answers 1 she definitely takes after her grandmother 2 i always looked up to my oldest brother when i was little 3 he loved growing up in the country 4 she annoyed me because she was always showing off 5 they were brought up with very sound values 6 we got on with each other right away 7 they went out together for five years 8 i don t know why they suddenly split up 9 i hate falling out with my friends 10 they made up with each other quickly after their row 2students have some freer practice of the phrasal verbs through this questionnaire they ask three students the questions and record their answers monitor to check that everyone is using the appropriate vocabulary encourage students to ask extra questions if they are confident allow students to mpare their answers in pairs at the end 3either as a class activity or homework activity tell students to write up the answers from the students using the target language collect them at the end of class next lesson for marking copyright 2006 pearson education all rights the working quiz 1work with your partner to answer the following questions 1 what is the name of the person who writes for a newspaper 2 does a social worker a organise people s social lives b help people with particular social problems or conditions c help people decorate their houses 3 what is the name of the person who performs operations in an operating theatre 4 if a person does a job basically because they love it we call it a of love a effort b labour c call 5 do we call the direction we take in our career a career a road b lane c path 6 what is the term used to describe when a person is totally happy with their job 7 if you are very good working under pressure we say you are very good at meeting tight 8 if someone never loses their temper when under pressure they are a quiet under pressure b calm under pressure c relaxed under pressure 9 what part of the body is used to describe if someone is great at spotting details a nose b ear c eye 10 if you re very good at working on your own getting inspiration and motivating yourself we say you are good at using your own 11 what is the term used to describe a person who gets on with most people and is well liked 12 how do we describe the attitude of someone at work who will try anything and expect it to work 2in pairs write a sentence using each of the answers to the quiz questions in ex 1 copyright 2006 pearson education all rights the working quiz teacher s notes aim to practise and consolidate key vocabulary work this warmer is designed to be used in conjunction with unit 2 time 40 minutes materials photocopies of the worksheet for each student 1get students to work in pairs to answer the quiz questions if necessary if students are finding the quiz difficult allow them to briefly scan through the lead in page of the students book page 19 to look at the vocabulary monitor to check they are going in the right direction and give help if necessary elicit answers from students answers 1 journalist 2 b 3 surgeon 4 b 5 c 6 job satisfaction 7 deadlines 8 b 9 a 10 initiative 11 a people person 12 a can do attitude 2students put the vocabulary into their own context by writing a sentence using each piece of vocabulary monitor as they work and check their sentences are correct elicit students answers and encourage peer correction copyright 2006 pearson education all rights future plans 1complete sentences 1 8 using the correct form of the verbs in brackets 1 i don t think i take up my company s offer of working from home three days a week 2 i definitely change my working hours at some point in the next few months but i m not sure when 3 i meet sandy after work to talk about doing voluntary work at the weekends 4 i think anya enjoy working flexitime it suit her lifestyle 5 bea slow down you get ill if you carry on working such long hours without a break 6 he doesn t think he resign from his job after a lot of thinking things through 7 she s not sure where and when but she set up her own clothing company 8 you work from home all this week 2in pairs use the prompts 1 6 and the phrases in the box to discuss your future plans i m thinking about i m probably going to i m not sure yet but one idea is to it depends on 1 learning to drive or buying a new car 2 investing in a holiday home to escape to whenever you like 3 improving your english 4 getting better at one of your current hobbies 5 planning a break to somewhere you ve never visited 6 decorating or improving where you live at the moment 3in groups take turns to report back your partner s plans copyright 2006 pearson education all rights future plans teacher s notes aim to provide further practice of talking about future plans and making predictions this worksheet is designed to be used in conjunction with unit 2 1 time 40 minutes materials photocopies of the worksheet for each student 1tell students they have to use the correct future form of the verb if necessary do the first one with them as an example go around the class monitoring the activity and give help if necessary elicit answers from students answers 1 ll take up 2 m definitely going to change 3 m meeting 4 will enjoy will suit 5 re going to get ill 6 ll resign 7 s going to set up 8 are you working 2students consolidate on asking and talking about the future by discussing these quite specific future plans monitor whilst they work to check that they actually use the phrases in the box encourage them to be as expressive as possible with each other 3place students in groups of four and get each student to describe their partner s future plans encourage students to give as much detail as possible ask for class feedback at the end of the activity copyright 2006 pearson education all rights after work activities 1complete sentences 1 6 using the prompts in brackets and the future continuous future perfect tense 1 will you work late tonight 2 could you text me later on please i finish my evening class by then 3 by the end of the summer holidays we decorate eva s bedroom 4 i spend quality time with my kids this weekend i ve been working far too much recently 5 i think we learn some new steps in our salsa class tonight 6 if i leave work early i not keep up to date with all my recent emails 2in pairs discuss questions 1 4 1 how will you be spending your time this evening 2 how many mobile phone texts or phone calls do you think you ll have made by this time tomorrow 3 will you be spending much time studying english this weekend 4 are there any countries you definitely want to have visited by the time you re sixty 3survey time in pairs write six questions for a survey on the subjects in the box below sport on tv safety of chat rooms socialising with friends texting and emailing people meeting new people at evening classes ask your questions to as many other students as you can and make a note of their answers 4write the results of your survey questions with your partner use the how to box on page 25 of your student s book to help you copyright 2006 pearson education all rights after work activities teacher s notes aim to provide further practice of the future continuous and future perfect as well as the can do statement do a survey and report the results this worksheet is designed to be used in conjunction with unit 2 2 time 40 minutes materials photocopies of the worksheet for each student 1tell students they have to use the correct form of the verb whether it is the future continuous or the future perfect go around the class monitoring the activity and give help if necessary give students time to compare their answers before eliciting them from the class answers 1 be working late 2 ll have finished 3 ll have decorated 4 ll be spending 5 ll be learning 6 won t have kept up to date with 2students ask each other the four questions using the future continuous or the future perfect tenses monitor to make sure they answer using these tenses as well encourage them to be as expressive as possible get feedback from the various pairs 3students work in pairs to write six survey questions based on the subjects provided if students need prompts use the questions below as example questions monitor as students work to check that their questions make sense possible questions 1 do you think there is too much sport on tv why yes or no 2 how safe do you think chat rooms are 3 how regularly should we find time to spend quality time socialising with friends 4 do you think people need to send texts as often as some people do 5 how true is it that we might meet people we get on with at evening classes students then ask their questions to as many students as they can go around the class monitoring to make sure they note down the answers 4before students write down their results refer them to the studen
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