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Lesson 1 Handout 1 Education background: Education background: Matrix University, Rosewood University Economics, 1980 Mathematics, 1987, Job experience: Job experience: Receptionist, Manager assistant AAB, 1988, Personnel Manager R&D Department Rainbow Dream, 1983, Auto components designer AAB, 1990 excellent work record Good communication skills Work late A B New Dynamic English: Module 5/Unit 1 See plan. lesson for ppt

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Page 1: A B - DynEd

Lesson 1 Handout 1

Education background: Education background:

Matrix University, Rosewood University

Economics, 1980 Mathematics, 1987,

Job experience: Job experience:

Receptionist,

Manager assistant AAB, 1988,

Personnel Manager R&D Department

Rainbow Dream, 1983, Auto components designer

AAB, 1990 excellent work record

Good communication skills Work late

A B

New Dynamic English: Module 5/Unit 1 See plan. lesson for ppt

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To interview and hire new employees 10 years

To train new employees Job expectation:

Job expectation: to be promoted in the next year

to stay for a long time

M5U1L1-Handout 2-Reading

A Romantic Vacation (255 words)

Julie and Daniel are at present on vacation. It has been quite a while since they had a vacation together, just the two of them. They have usually had to bring

their children with them on vacations. They both feel that taking a vacation together will bring them closer, and that they will get back in touch with each

other’s needs and feelings.

Their plane landed about 2 days ago. The most part of their plane ride was uneventful. It was almost on schedule; only a few minutes late. For the whole 14

hours it took them to get to Morocco, they were sitting on the edge of their seats, eagerly anticipating their forthcoming vacation.

For the last 2 days, they have been to many places.

Must use phrases:

…majored in…, …have done…for/since…,

…be offered…,…be hired…,…be planning to…

Must use phrases:

…majored in…, …have done…for/since…,

…be offered…,…be hired…,…be planning to…

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During that time they have visited several museums, a spa, a water park, and an amusement park. And of course on both days they went to the beach. One thing

they are really looking forward to is horseback-riding along the seashore. They haven’t done it yet, but this evening they have arranged to go at sunset. If it

doesn’t rain or get too cold, the horseback-riding might be the most romantic thing they’ve ever done together.

Since arriving in Morocco, they have had a wonderful time together. There has been no shouting or arguing. Without the kids there to distract them, they have

reconnected romantically. They both feel that if they can have a romantic getaway at least once a year, their marriage will be more healthy, fulfilling and

successful.

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NEW DYNAMIC ENGLISH MODULE 5: UNIT 1 / Lesson 2

Unit Objectives

Lesson Objectives

1. Students will review past, present and future tenses.2. Students will review and extend travel and food-related vocabulary.3. Students will practice asking for and giving tourist information.4. Students will practice describing food and ordering in a restaurant.5. Students will be given the opportunity to practice and develop fluency skills.6. Pronunciation will be dealt with as the need arises during the lesson.

*Check homework before beginning the lesson. Refer to the reading activity and check theanswers as follows: a) F b) T c) F d) T e) F f) T

Activity 1: Information (Slide 2)

Objectives To review and extend travel-related vocabulary To introduce the practice of fluency skills at an early stage of the lesson

Activity Type Matching exercise

Interaction S-S (Pair-work)

Preparation Copy and cut vocabulary worksheet – one half per student

Assumption Students will be able to categorise vocabulary items

Anticipated problem Comprehension

Solution Extension

Time 3 minutes

Target Language

See worksheet

Procedure

1. Click on slide 2. Ask the class what ‘i’ the symbol represents and where it can be seen

e.g. airport, tourist information centre, train station, museum, etc.

2. Ask the class what type of information tourists or visitors need. If necessary, stimulate

ideas by writing a question prompt on the board e.g. ‘Where is…?’

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3. Distribute copies of the worksheet. Read through the instructions and the column

headings. Check comprehension.

4. Instruct the students to work in pairs to complete the vocabulary task. Set a time for

task completion.

5. Draw vertical lines on the board to create the columns on the worksheet. Add the

headings. Invite the students for their answers and any additional words they may have

added.

Activity 2: At Tourist Information (Slide 3)

Objectives To practice asking and answering direct and indirect questions To provide pronunciation practice

Activity Type Distinguishing between direct and indirect question forms To practice pronouncing /dʒə/

Interaction S-S (Pair-work)

Preparation Copy and cut questions worksheet – 1 section per student

Assumption Students will think of appropriate questions

Anticipated problem Vocabulary comprehension

Solution Extension

Time 10-15 minutes

Target Language

/dʒə/ 1. Do you know if there’s a bus station near here?2. Do you have any idea how much it costs?

Procedure

1. Do not click on the slide at this stage.2. Invite the class to name some places of interest that tourists come to visit in their capital

city.3. Write the two questions in the Target Language box on the board. Tell the class to listen

carefully to your pronunciation of the first two words in each question. Add the phoneticsymbols and have the class repeat the questions using the weak forms.

4. Hand out copies of the worksheet. Have the students work in pairs to complete theexercise.

5. Click on the slide. Check the answers.6. Now ask the class for the difference between direct and indirect questions. (Answer:

indirect questions are more polite). Elicit whether ‘if’ is used with ‘Wh-/How’ questionsor with yes/no questions.

7. Instruct students to work with their partner to practice two dialogs between a touristwho wants to visit a place in their town / city and a person who works at the tourist

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3

information centre. Encourage students to use the place vocabulary and question forms previously studied.

8. Monitor output. Correct as necessary. Encourage students to swap roles.9. Conduct a brief class discussion about the places tourists asked about and the

information provided. If time, invite a pair who did the role-play well to perform it forthe class.

Activity 3: Rome Catacombs Tour (Slide 4)

Objectives To read tourist information To practice asking and answering questions

Activity Type Gap-fill dictation

Interaction S-S (Pair-work)

Preparation None

Assumption Students will think of appropriate questions

Anticipated problem Vocabulary comprehension

Solution Extension

Time 5-10 minutes

Target Language

Gap-fill information

Procedure

1. Do not click on the slide at this stage. Ask the class what they know about Rome, Italyand places of interest there that tourists like to visit.

2. Click on the left section of the slide. Refer to the heading. Ask the students what‘catacombs’ are. (Definition: underground cemetery, with tunnels and rooms dug out forcoffins and tombs).

3. Read through the information for the class. Check vocabulary.4. Invite the students to work in pairs to decide what kind of information is missing and

what questions a tourist would ask at the tourist information centre to find out theinformation. Provide an example as necessary e.g. when is it open?

5. Set a time for task completion. Monitor output and assist with question formation asrequired.

6. Click on the right section of the slide. Read through the answers. Have a pair ofconfident students work through questions and answers for the class. Conduct a reviewof question forms as required.

7. Ask the students if they would like to go on this tour. Follow-up with ‘Why? / Why not?’

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Activity 4: Verbs (Slide 5)

Objectives To provide a general revision of tenses

Activity Type Gap-fill

Interaction S-S (Group-work)

Preparation Copies of verb worksheet – 1 per student

Assumption Students will be able to put the verbs into the correct tense

Anticipated problem Inaccurate grammar

Solution Review

Time 10 minutes

Target Language

1. exports 2. doesn’t speak 3. went 4. was staying 5. had 6. was sitting 7. came 8. sat9. said 10. smiled 11. replied 12. could 13. ate 14. happened 15. was repeated 16. went17. spoke 18. want 19. comes 20. tells 21. is he called 22. replied 23. isn’t 24. say25. start 26. waited 27. said 28. responded

Procedure

1. No slide content for this activity.2. Tell the class that they are now going to do some grammar revision.3. Distribute copies of the worksheet and read through the instructions for the class.4. Instruct students to work individually. Set a time for task completion.5. Check their answers in the Target Language box.6. Review the use of tenses as necessary.

Activity 5: Food vocabulary (Slide 6)

Objectives To review and extend food-related vocabulary To practice vocabulary building techniques

Activity Type Mind mapping word groups

Interaction S-S (Group-work)

Preparation None

Assumption Students will be able to brainstorm vocabulary

Anticipated problem Limited vocabulary

Solution Peer input

Time 5 minutes

Target Language

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baked, chilled, deep-fried, fried, grilled, boiled, steamed, poached, marinated, smoked, stuffed, cut, mixed Procedure 1. Click on the slide. Refer to the word groups. Check vocabulary comprehension. 2. Instruct the class to work in groups of four to think of as many words as possible that

belong in each group. Provide an example as necessary e.g. meat – steak. Give the students one minute in which to complete the task.

3. Copy the mind map on to the board.Ask a spokesperson from each group for their food group words. Add vocabulary to the board as new words are read out.

4. Point to some of the food words. Ask the class how the food is prepared e.g. fish can be grilled, poached, eaten raw (sushi), smoked, fried. (See Target Language box for preparation suggestions).

5. Instruct the students to remain in their groups for the next activity. Activity 6: Exchanging Ideas (Slides 7-8)

Objectives To review and extend restaurant phrases To create a restaurant and menu

Activity Type Menu writing, taking and placing food orders in a restaurant

Interaction S-S (Group-work)

Preparation None

Assumption Students will be motivated to create their own restaurant

Anticipated problem Uneven participation

Solution Ask questions on-task to encourage participation

Time 20 minutes

Target Language

Student-generated Procedure 1. Click on slide 7. Invite students to work in their groups to discuss the questions for 5

minutes. 2. Monitor output, address individual inaccuracies. 3. Write some questions related to your favourite restaurant on the board e.g. what’s the

service like? Cost of a meal? Type of food? Location? Tell the class to ask you the questions.

4. Now tell the groups that they are going to open their own restaurant. 5. Click on slide 8. Read through the task instructions for the class. Check comprehension.

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6. Set a time for task completion. Monitor and assist as necessary. 7. Invite each group to select a waiter from their group who must go to another group

show the menu and take orders from the students in that group. 8. Set a time for task completion. Monitor output; focus on polite requests and offers e.g.

I’d like…, Could we have…? Would you like to order? 9. Conduct a feedback session to exchange information about the types of restaurants and

food offered. 10. Review restaurant phrases usage and correct as necessary. Have students repeat the role-

play to reinforce the use of polite offers and requests. Summary (Slide 9) Invite students to briefly answer the questions on the slide. Homework (Slide 10) 1. Read through the assignment with the class. 2. Check comprehension. 3. Provide students with a deadline for completion e.g., for next class.

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NDEM5U1L2 Questions

Make these direct questions into indirect questions using the words in italics.

1. Which bus do I take to (the station)?

Can you tell me…?

2. Is there a subway station near (the museum)?

Do you know if…?

3. What time does (the gallery) open?

I’d like to know…

4. Are there any good restaurants near (the hotel)?

I was wondering if…

5. How much does it cost?

Do you have any idea…?

………………………………………………………………………………………………………………………………………………………

Make these direct questions into indirect questions using the words in italics.

1. Which bus do I take to (the station)?

Can you tell me …?

2. Is there a subway station near (the museum)?

Do you know if…?

3. What time does (the gallery) open?

I’d like to know…

4. Are there any good restaurants near (the hotel)?

I was wondering if…

5. How much does it cost?

Do you have any idea…?

………………………………………………………………………………………………………………………………………………………

Make these direct questions into indirect questions using the words in italics.

1. Which bus do I take to (the station)?

Can you tell me …?

2. Is there a subway station near (the museum)?

Do you know if…?

3. What time does (the gallery) open?

I’d like to know…

4. Are there any good restaurants near (the hotel)?

I was wondering if…

5. How much does it cost?

Do you have any idea…?

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NDEM5U1L2 Verbs

Put the verbs in brackets into the correct tense. Good luck!

James Numpty is a businessman. His company (1)…………………….(export) a lot of machinery but James (2)……………………..(speak) any foreign languages.

Last year he (3)……………………..(go) to France on a business trip. While he (4) ………………………….(stay) for a few days in a small hotel just outside Lille, he (5)……………………..(have) an interesting experience.

The first morning, he (6)…………………… (sit) eating his breakfast when a Frenchman (7) ……………………….(come) to his table and (8)……………………..(sit) down. The Frenchman (9)……………………….(say), “Bon Appetit”, so James (10) ………………………..(smile) and (11)……………………..(reply), “James Numpty”. As neither (12)…………………………(can) speak the other’s language, they (13)……………………….(eat) their breakfasts in silence.

The next morning, exactly the same thing (14)…………………….(happen) and the scene (15)………………………..(repeat) on the third morning, so James (16)………………………..(go) to see the hotel manager who (17) …………………………(speak) excellent English. James said, “I (18)………………………..(want) to complain. There is a strange man staying in your hotel. Every morning he (19) ……………………….(come) to my table and (20)……………………(tell) me his name. ‘Really?’ said the manager, ‘what (21)……………….(he call)?’ ‘Something like “Bon Appetit”,’ (22)…………….(reply)James. ‘No, no,’ said the manager, ‘that (23) ………………(be) his name. That’s just a polite expression in French. We (24)…………………….(say) it to people before we (25)…………………………(start) to eat. It means “Have a good meal”. ‘Oh, yes, how silly I am,’ said James. ‘Thank you for explaining’.

The next morning he (26)………………..(wait) for the Frenchman to come to the table. Before he could speak James (27) ……………………..(say) in his best French accent ‘Bon Appetit!’ The Frenchman was a little surprised, but then he smiled and (28) …………………………(respond) in his best English, ‘James Numpty!’

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NDEM5U1L2 Vocabulary

Work with a partner. Put the tourist places in the correct columns. (Some can be in more

than one column). Can you think of another place to add to each column?

somewhere to stay

somewhere to eat

somewhere to relax

somewhere for children

somewhere to see art

somewhere to see historical things

……………………………………………………………………………………………………………………………………………………....

Work with a partner. Put the tourist places in the correct columns. (Some can be in more

than one column). Can you think of another place to add to each column?

somewhere to stay

somewhere to eat

somewhere to relax

somewhere for children

somewhere to see art

somewhere to see historical things

art gallery beach campsite castle hotel lake mountains museum

park restaurant swimming pool fun park bed and breakfast café palace

art gallery beach campsite castle hotel lake mountains museum

park restaurant swimming pool fun park bed and breakfast café palace