Global pre intermediate generic communication

What to do 1 Lay the books from the class library out on a big table and invite the students to come up and browse through them.. Variations If you have a large group of students and a

Name Book title Date Rating

This activity involves setting up a classroom library

Preparation

For this activity you will need a series of English books

and / or magazines for your classroom There are different

ways of obtaining this

1 Ask the students to each buy or bring in a book /

magazine in English to the class

2 Ask the school to buy or lend you a class set of books.*

3 Use your own books or magazines

If you have your own classroom, you can leave the books

on a shelf there, or put them all in a box labelled CLASS

LIBRARY It’s a good idea to have the books in a place that

is easy for both you and the students to access

What to do

1 Lay the books from the class library out on a big table

and invite the students to come up and browse

through them

2 The students should each choose a book that they are

going to read Tell them to complete the Class Library

Sheet (see worksheet) with the book title, their name

and the date

3 The students read their books at home

4 When they have finished, they bring back the book

They complete the sheet with a star rating for the book

and a short comment

5 The students read the ratings and comments and

choose another book to read

Variations

If you have a large group of students and a small set of

books for your library, then get students to do this activity

in groups, and give them a deadline to read their books

(e.g one or two weeks) so that others have a chance to

read them too

*for a class library, we recommend you use graded readers

especially for lower-level students Graded readers are

specifically written for language learners and contain fewer

words and easier language Macmillan has a wide range

of readers for every level, which are a combination of

adaptations of classics and original stories You can find out

more at www.macmillanenglish.com/readers

GL OBAL

P R

The students receive a certificate on completion of their

course and / or of their level of their Global coursebook.

Preparation

Make a copy of the certificate for every student in the

class who passes the course Write their names on the

certificates If you have a school stamp or seal, you can add

that too

What to do

Distribute the certificates at the end of the course

Variation 1

Hold a certificate award ceremony Call each student out

by name and ask them to come forward to accept their

certificate

Variation 2

Nominate (or ask students to nominate) a class

valedictorian A valedictorian is a spokesperson for the

class who gives a speech at the end of the course This

usually happens during or after the presentation of

certificates of study and is traditional in the United States

at the end of secondary school or university

The valedictorian prepares a short speech about the

course, mentions things that have happened and usually

thanks the teacher and school

3 Why do you remember them? Tick (✔) the relevant box or boxes.

Because the lessons were funny

Because the lessons were interesting

Because the lessons were easy

Because the lessons were difficult

Because the lessons were very useful for my English

Because I learned a lot

This is an activity where students work individually They

complete a feedback sheet about the course so far

Preparation

Make one copy of the course feedback worksheet for each

student in the class

What to do

1 If there is an additional question (or questions) which

you would like to ask your students which is not

covered on the sheet, write it the ‘extra question box’ on

the top copy of the worksheets before you photocopy

them for the students

2 Give out the worksheet, one copy for each student

3 Go through the worksheet with the students to check

vocabulary and ensure they know what to do

4 Ask them to work individually and complete the

feedback sheet

5 Collect all the sheets from the students

Follow-up activity 1

Depending on your relationship with your group, you

may want to lead a whole group discussion on the course

content and the results on the feedback sheet immediately

afterwards This is an opportunity to talk to the students

about their learning and allow them to open up to you

You might want to take the opportunity to offer guidance

on what they could do outside the classroom to improve

their English This activity could also help you identify any

problem areas and to address them before formal feedback

at the end of the module or course

Follow-up activity 2

Give out the feedback sheets at the end of the lesson

and collect them in Prepare a class discussion based on

the results for the next lesson This will give you time to

analyse the results thoroughly so that you can address

any problem areas or difficulties that the students have

mentioned

1 Answer the questions in the revision quiz.

REVISON QUIZ

Fill the gap with the rest of the word.

1 You usually put books on a s

2 An is something comfortable you sit on / 2 points

Fill the gap with a suitable word.

1 speak English? Yes, I do A little

2 My birthday is November 12th / 2 points

Correct the mistake in each sentence.

1 You drink too many coffee

Choose the correct option.

1 I hate exams They make me anxious / relaxed / sleepy.

2 I would like to learn / learning another language / 2 points

2 Work in pairs Make a similar quiz with ten questions Use different question types and

revise grammar and vocabulary from your coursebook

3 Exchange your revision quiz with another pair of students Do the quiz.

This activity involves students creating their own grammar

and vocabulary revision activities, using typical exam-type

questions It can be done individually or in pairs

Preparation

Make copies of the worksheet, one for each student

What to do

1 Tell the students they are going to do a revision quiz

Distribute the worksheet

2 Explain that each of the sections has a typical

exam-type question Go over each of the sections and make

sure the students know what to do Point out that many

of the questions have been selected from the Global

review pages

3 The students then answer the questions Check back

answers with the whole class

4 Put the students into pairs Tell them they are going

to make a mini quiz They should make ten items,

selecting from the question types in the quiz they

have just done All their questions should come from

material in Global Pre-intermediate

5 Circulate and monitor Make sure the students have a

note of the correct answers to their questions

6 Students now exchange their quizzes with another pair

and do them

1 How many units are there in Global Pre-intermediate?

2 Here are the first parts of the unit titles For each title:

a finish the phrase

b find what unit it is from

3 Look on page 3 (contents highlights page) and find the names of three famous English

books from which you can read extracts of texts

4 On page 46 there is a text about famous dystopias in literature What is a dystopia? What

are the examples?

5 What is the vocabulary focus on page 70?

6 Which unit has stories about Olympic athletes?

7 Every unit has a writing lesson What is the writing lesson for Unit 8?

8 Look at the Function globally lessons on page 4 (the full contents map) Which lessons can

help you:

a make offers and decisions?

b go shopping in a market?

c eat out in a restaurant?

d take turns in conversation?

9 Every unit has a section called Study skills What is the study skill in Unit 7?

10 Global has a section of grammar practice at the end of the book (pages 132-51) Look at

this and find:

a an area of English grammar you know already

b an area of English grammar you don’t know yet

This is a quiz to introduce students to the coursebook

which can be done individually or in pairs

Preparation

Print and make copies of the quiz, one for every pair of

students Students will also need a copy of Global

Pre-intermediate Student’s Book

What to do

1 Put the students in pairs and distribute the quiz, one for

each pair Explain that this quiz is for students to get to

know the coursebook you are going to be working with

2 Go over the questions quickly, making sure that

students understand all the vocabulary in them

3 Distribute the Student’s Books (or ask students to

take them out of their bags if they already have them)

Students do the quiz in pairs Allow plenty of time – at

least ten minutes – for them to discuss their answers

Circulate and monitor progress, offering help where

necessary

4 Go back over the answers as a whole group

Answers

1 Ten

2 Eating and Drinking Unit 2; Art and Music Unit 3;

Science and Technology Unit 6; New and Old Unit 10

3 Answers will vary, but may include Frankenstein,

Portrait of Dorian Grey, Dracula, High Fidelity, The

Beach, etc.

4 A dystopia is an imaginary place where everything is

bad Examples include 1984, A Handmaid’s Tale and

Brave New World.

5 Compound nouns connected to computers

6 Unit 9

7 A description of a town

8 Unit 4 can help you make offers and decisions.

Unit 7 can help you go shopping in a market.

Unit 2 can help you eat out in a restaurant.

Unit 5 can help you take turns in conversation.

9 Planning your study time

10 Individual answers will vary.

1 What’s your last name? Where is your last name from?

What was the last film you saw?

13

14

15

This is a group mingle speaking activity to help students

get to know each other at the beginning of a course

Preparation

Copy and cut out the questions on the worksheet If you

have more than 15 students, make an additional copy of

the worksheet There are three blank cards at the bottom

of the worksheet for you to add your own questions and

make the activity more suitable for your learners You can

also omit any questions you think are inappropriate

What to do

1 Demonstrate the activity with a student first Give the

student a card and take a card yourself Encourage

the student to ask you their question; when you have

answered it, ask them your question When you finish,

swap cards

2 Distribute the questions, one card for each student

3 Ask the students to stand up and move around the

room, asking and answering questions and swapping

cards They should move on to a different person after

each swap To ensure that the students don’t spend too

much time with one person, set a time limit or simply

shout ‘change partners’ after a certain amount of time

4 You can stop the activity when students have asked and

answered more than five questions

Follow-up activity

Collect the cards and ask the students to work in pairs

Tell them to try to write from memory the questions they

asked and at least two things they discovered about their

classmates

Variation

Organise the class into two circles of chairs, one circle

inside the other Half the students sit in the inside circle

each with a question card The other students sit in the

outer circle so they are facing a student in the inner circle

The students ask their question and then the outer circle

moves so everyone is facing a new partner Continue until

everyone in the inner circle has asked their question of

everyone in the outer circle

1 Look at the following web-search engines Which ones do you know? Are there any

search engines specific to your country?

Google Bing Yahoo Ask.com

2 Read the general tips for web-searches.

3 Now read some additional tips for internet searching, adapted from the Google search tips page

4 Use a search engine to find examples of the following:

a a page of quotations about the English language

b a page about fruit and vegetables

c a page about fruit but not vegetables

d a song that includes the words and now the time has come

e a page about the meaning of colours (UK spelling) or colors (US spelling)

Key words: Key words are the most important words in a search For example, if you want to

search for theUnited States of America the key words areAmerica, StatesandUnited.

Put the most important key words first.

Using (double quotation marks): To search for an exact phrase use double quotation marks (“ ” )

around the phrase For example “raining cats and dogs” Do NOT put quotation marks around a single word.

Use to find variations in spelling For examplecountr* will give youcountryand countries.

“”

*

General tips

Using (plus) and (minus): Use + in front of words to include them in a search

Use - in front of words to exclude them in a search.Do NOT put a space between the + or – and the keyword.

Capital letters and spelling: Use lower-case letters to find lower- or upper-case words If you use a CAPITAL letter at the beginning of a word it will give an exact match

For example, if you typepresidentyou will get presidentandPresident.

Putting it all together: You can combine different elements to make a search

For example,beatles+song+“all you need is love”will give you entries that containbeatles, song and the phrase ‘all you need is love’.

-for web-searches

This is an activity where students work individually They

learn and practise tips for using search engines in English

Preparation

Make one copy of the Going Global worksheet for every

student in the class

What to do

1 Write search engine on the board and ask students

to suggest different search engines they know (for

example, Google)

2 Distribute the worksheets Ensure that the students are

familiar with the following terms: search, entry, include,

exclude, key word, lower case and upper case Ask the

students to do Exercise 1 and write any other common

search engines that the students suggest on the board

3 Ask students to read the tips for web searches Circulate

and help with any other unknown words

4 The students should now do Exercise 3 If you have

access to a computer room, students can do this

exercise together there Otherwise, ask them to do it for

homework Tell them to make a note of the following

for each search:

a the key words they used

b the address for first site they found

e a page about the meaning of colours (UK spelling) or

colors (US spelling)

meaning + col*rs

1 Look at the following activities for improving your English Which ones are activities

inside the classroom and which are activities outside the classroom? Mark them I for inside

and O for outside the classroom.

Asking questions when I don’t understand Speaking English with other people in class

Reading an English book Reading English websites Listening to the radio in English Watching films in English Making a note of words and phrases I learn in class Reviewing the pages we studied in class Speaking English to the teacher when I arrive in class

Using an English dictionary Recopying my notes from class in a neat form Asking the teacher for suggestions on improving my English Sharing ideas with other students on improving my English Finding a penpal (or keypal)* to write to in English Asking the teacher to repeat activities that I find useful

2 Now look back at the list Which activities would you like to do to improve your English?

Choose at least three activities Can you think of any others?

3 Complete the form below.

During this course I am going to try the following activities to improve my English inside and outside the classroom: