Page 11 - Vargo Mari, Lieske Carmella. - Speak Now 4 Teacher's Book

sentences in the conversation by writing the 4 Pronunciation
number of the sentences in the correct place
within the conyersation. This section begins by helping students focus on
Check answers as a class. Provide any language pronunciation or intonation through listening.
Students then practice the Pronunciation point.
support that inay be needed (for example,
pronunciation within the boxed text). Students may tend to focus on the content
and quickly forget to pay attention to their
-L,ncourage students to read the new conversation
pronunciation and intonation. If this happens,
aloud. Students should practice both roles and
briefly stop the class to remind students that they
look at each other rather than their books.
are practicing both content and pronunciation
Students who finish the activities quickly can
and then have them continue their practice.
practice the conversation again with their own
PIay the audio, repeating as necessary.
substitutions.
Ask students obvious questions to make sure
they understand the point. For example, if you
3 Language Booster are teaching stress in two-syllable words, first say
some words and ask students how many syllables
A are in them.

This activity provides students with examples of the To give students more practice with the language,
target language. In almost every lesson, the language include all class (choral), group, individual, and
includes both questions and responses. You may substitution drills. This additional practice will
want to have students practice the language (i.e., give students more confidence and reinforce the
take turns asking and answering the questions) pronunciation before they return to focusing
before going on to Part B. more on content.

B
Speak with Confidence
a This activity allows students to gain confidence
This activity allows students to use the target
as they use the language in short exchanges. This
language more freely as they accomplish defined
will provide them with the skills to make longer
tasks.
dialogues later in the lesson.
Part A helps students prepare for their
In mixed ability classes, have students with lower
interactions in Part B.
English levels make some notes or sentence
starters before they do the activity. These aids
will help them to successfully complete the Lesson Expansion
activity and further increase their confidence.
After students have finished the activity, you may
Vocabulaly Wolklheets
want to randomly choose a few pairs and have
them role-play the conversations at the front of
. After you have completed the Language Booster
the classroom.
activities you can use the Vocabulary Worksheets
After completing Part B, if students arent
for supplementary practice.
confident with the language, have them continue
. The worksheets provide additional opportunities
practicing until they have more confidence. They
for students to practice the vocabulary and
can even make small substitutions to do this.
language studied in each lesson.
. Take advantage ofthe opportunities for
4 Listening additional speaking by having students compare
il;;";;;," u i" i"if ,,,u.,,, their answers in class. Example conversations are
"i'nr',.,r"nf often provided on the worksheets.
focus on main ideas and details in the listening.
Students may listen as many times as needed.
Rgading and W_riting Wolkshee!!
After students have listened several times, yt_ru
may want to stop the audio at key points so
. Reading and Writing Worksheets may be found
students can more easily complete the task.
on the iTools CD-ROM or on Oxford Learn,
The Listening sometimes concludes with a pair
Oxford's Learning Management System. Access
work or group work activity that allows students
Oxford Learn with the code provided in the back
to personalize what they have heard.
of this book.

How to teach a Speak Now lesson IX