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first-day-stress

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Part 1: Listening • Give students a minute to read the questions before you start the recording. • To start the recording, click where it says “Listen.” • Before checking the answers, ask students to check with others and discuss any differences. Part 2: Writing
• Before students start to write, ask them to try to use a variety of grammar structures and vocabulary to make their texts more colorful and effective. • Give students 20 minutes to complete the task. In this 20‐minute time period, they are expected to read the task, plan their
response, and write the text. The Audioscript The audioscript is a perfect tool to work on collocations and useful expressions. Students can learn new structures by focusing on the highlighted sections and use them in their writing and speaking. Part 3: Speaking In Part 1, the students are expected to interview each other on their first day at school. • Cut up the task cards and give one to each student. Give them one minute to think about what kind of questions they can ask before
they start the activity. Alternatively, ask them to write down as many questions as they can think of in five minutes. Put them on the board. • IMPORTANT! Remind students that they do not have to use the ideas on their card. They can use their own ideas. • IMPORTANT! Remind students to try to go into details by giving additional information or examples, by asking follow‐up questions, or by making comments on what their partners say. • As the students do the task, try to listen in carefully to give feedback later. In Part 2, the students are expected
to defend the opinion on their role cards. • Cut up the role cards and give each student in pairs their card. Again, they have a minute to think about what will say. • Remind students that they do not have to use the ideas on their cards. They can use their own ideas. • Stress the importance of avoiding short answers or comments. They should try to support everything they say by providing appropriate explanation, examples, etc. You are going to listen to a conversation. Choose the correct answer. 1. What is Eric’s problem? A) He doesn’t like school. B) It’s the first day of school. C) He doesn’t like his classmates. 2. Which is TRUE about Andrea? A) She is in Eric’s class. B) She isn’t nervous.
C) She wants help from Eric. 3. The new teacher _____. A) wants students to be quiet B) talks a lot in class C) likes to give homework 4. Probably, Eric will _____. A) make a lot of friends soon B) feel stressed in class C) overcome his shyness 5.
Andrea is _____. A) shy with people B) afraid of homework C) a helpful friend You are going to listen to a conversation. Choose the correct answer. 1. What is Eric’s problem? a. He doesn’t like school. b. It’s the first day of school. c. He doesn’t like his classmates. 2. Which is TRUE about Andrea? a. She is in Eric’s class. b. She isn’t nervous. c. She wants help from Eric. 3. The new teacher _____. a. wants students to be quiet b. talks a lot in class c. likes to give homework 4. Probably, Eric will _____. a. make a lot of friends soon b. feel stressed in class c. overcome his shyness 5. Andrea is _____. a. shy with people b. afraid of homework c. a helpful friend Imagine you are working for a newspaper and advising people about their problems. Eric has written the following letter to you. Read about his problem and give him advice. Write your answer below. (Use 100 words.) Dear Editor, I’m writing to you about my biggest problem - I’m too shy! I cannot meet people easily, and my hands begin to shake wildly when I have to talk in front of a group of people. I cannot even look into people’s eyes when I talk to them. I get low marks in speaking exams, and our new teacher wants us to speak a lot. I’m so afraid, but I don’t know what to do! Please help! Thanks in advance. Eric SPEAKING Part 1: With a partner, talk about your first day at IUE for three minutes. Remember to give details and ask each other questions. Use the following ideas or your own ideas. Feelings
Who with?
The classroom
First impressions
First Friend Teachers
SPEAKING Part 1: With a partner, talk about your first day at IUE for three minutes. Remember to give details and ask each other questions. Use the following ideas or your own ideas. Feelings
Who with?
The classroom
First impressions
First Friend Teachers
SPEAKING Part 1: With a partner, talk about your first day at IUE for three minutes. Remember to give details and ask each other questions. Use the following ideas or your own ideas. Feelings
Who with?
The classroom
First impressions
First Friend Teachers
SPEAKING Part 1: With a partner, talk about your first day at IUE for three minutes. Remember to give details and ask each other questions. Use the following ideas or your own ideas. Feelings
Who with?
The classroom
First impressions
First Friend Teachers
Part 2: Read the following role cards. Defend your opinion and try to change your partner’s in three minutes. Student A: You think a teacher who gives a lot of homework is better. You can use the ideas below, or your own ideas. PROFESSIONAL IDEA
GOOD FOR SUCCESS CHANCE TO REVISE
CORRECT YOUR MISTAKES Part 2: Read the following role cards. Defend your opinion and try to change your partner’s in three minutes. Student B: You think a teacher who doesn’t give homework is better. You can use the ideas below, or your own ideas. CHOOSE THE TIME OF STUDY
RESPONSIBILITY
ONLY WORK ON WEAK AREAS FREE TIME
Part 2: Read the following role cards. Defend your opinion and try to change your partner’s in three minutes. Student A: You think a teacher who gives a lot of homework is better. You can use the ideas below, or your own ideas. PROFESSIONAL IDEA
GOOD FOR SUCCESS CHANCE TO REVISE
CORRECT YOUR MISTAKES Part 2: Read the following role cards. Defend your opinion and try to change your partner’s in three minutes. Student B: You think a teacher who doesn’t give homework is better. You can use the ideas below, or your own ideas. CHOOSE THE TIME OF STUDY
RESPONSIBILITY
ONLY WORK ON WEAK AREAS FREE TIME
Andrea: What's wrong, Eric? Eric: I'm really nervous. I'm always this way on the first day of school. Andrea: You're not the only one. It's hard for me, too. I'm glad we're taking this class together. Eric: Do you know anything about the teacher? Andrea: Uh‐huh, a little. Someone told
me she gives a lot of homework, and you have to talk a lot in class. Eric: Oh, no! I'm afraid of talking in front of a lot of people. Andrea: Oh, don't worry. Everyone's afraid at the beginning, but after you get to know the people and make friends . . . Eric: It doesn't get better for me. I'm shy. I have trouble looking at people when I talk, and my hands shake. Andrea: Look . . . the teacher's here. Let's talk after class. 
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