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CHAPTER   15  :  School rules

Changing money

1.      There is one mistake in each sentence.Can you correct the mistake?

1.      Carly used to go to a Thai restaurant last night.

2.      These days, I used to catch the bus at six every morning.

3.      When he was younger he used to spending every Saturday in bed.

4.      You haven’t see her, haven’t you?

5.      David likes tennis,likes he?


                        Writing

                        Error recognition and correction

                        Aim: To test students to recognize and correct the mistake.

                       The same type of question is also seen in Revision (units 1-9)part question 5 in page 64.

Workbook, chapter 11 question 2a in page 41; chapter 13 question 10 in page 51;chapter 15 question 3 in page 55; chapter 16 question 9 in page 61.

CHAPTER   16  :  Have you heard the news?

Saying sorry

  1. Work with a partner. Make conversations for these situations.Use ‘sorry’ where necessary.

            1                                                                            2                                                                             3

STUDENT A                                                            STUDENT A                                                            STUDENT A

You’ve broken a glass in a                                       Invite B to a party                                                     Tell B you are cold

Restaurant.Tell the waiter.

STUDENT B                                                            STUDENT B                                                            STUDENT B

You’re the waiter,be polite                                       Refuse politely and give areason                             You can’t hear what A is

                                                                                                                                                                    Saying.Ask him7her to repeat

 Speaking

Situational Drill

Aim: To let students talk in the situations given by adding ‘sorry’ accordingly

The same type of question is also seen in chapter 8 Use and Review part in page 53; chapter 12 Use and Review part in page 77; chapter 18 Use and Review part 1 in page 113; chapter 20 question 2 in page 120.

Also in Revision (units 1-9) part Use your English part in page 65. 

CHAPTER   17 :  Celebration 

Special Occasions 

  1. Listen to the conversations.How are these words pronounced: ‘has,have,been’.

1.        A. How long has she beencleaning the car?

                                    B. For ages.

                           2.      A. How long have you been living in London?

                        B. Since 1990

                           3.      A.Are you angry?

                        B. Yes,I’ve been waiting for two hours.

                           4.      A.How long has it been raining?

                        B. All morning.

              Listening

              Recognising Correct Pronunciation

              Aim: To enable students to recognize the correct pronunciation

              The same type of question is also seen in chapter 5 grammar part question 3 in page 32; chapter 6 grammar part question 7c in page 39; chapter 11 grammar part question 8 in page 69.

Also in Revision (units 1-9)part Listening question in page 63. 

  1. Write a paragraph using your notes.

Begin your paragraph:  In my country..............

Middle sentences       :  Describe the festival......

Last sentence              :  What do people feel about the festival?.....

 Writing

Directed Paragraph

Aim: To enable students to organize a paragraph with given prompts.

The same type of question is also seen in chapter 12 writing part in page 76; chapter 7 writing part in page 44; chapter 8 writing part in page 50,use and review part question 1 in page 53; chapter 16 writing part in page 98.

Workbook, chapter 7 question 9 in page 29; chapter 18 question 8 in page 68. 

CHAPTER  18  :  Love Your Neighbour

 Being Polite 

1.      Rewrite these notes.Replace the underlined words with one of the phrasal verbs in brackets.Use the correct form of the verb.

1.        Take the motorway and leave at the firs exit.Ring the bell

                                             When you arriveat the house.(turn up, turn off)

                                    2.       I’m going to stop coming here if you don’t repair the lift.

                                     It stopped working again this morning(give up, break down)

                                    3.       Sorry, I was late home last night. I had to go somewhere with

                                             an important customer. I hope you didn’t keep awake waiting                                                                                                                                                                              möçm.mcö.xçc                     for me.(stay up, take out)

Writing

Rewriting

Aim: To enable students to use more phrasal verbs in informal letters or notes.

The same type of question ia also seen in chapter 19 writing part in page 116; chapter 4 writing part in page 26; chapter 5 writing part 2 in page 32; chapter 7 writing part 2 in page 44; chapter 14 writing part in page 86.

Workbook, chapter 5 question 11 in page 21; chapter 13 question 51; chapter 14 question 9 in page 54; chapter 17 question 8

CHAPTER   19  :  Team Spirit

Talking about different cultures

1.      Read the article and answer the questions.

1.kjhHow did sister Paola firt become interested in football?

2.      How did she first become a TVstar?

3.      What do the Lazio players think of her?

4.      What was the result of the Lazio-Milan game?


                  Reading

                  Cursory Reading – Scanning

                  Aim: To make students to understand the article to cope with more detailed             questions.

                  The same type of questionis also seen in chapter 20 skills part 1 in page 121; chapter 8 skills part 2 in page 49.

   Workbook, chapter 11 question 8 in page 42; chapter 18 question 6 in page 67.

CHAPTER  20  :  Going Away

Booking in 

1.      Complete the sentences with the correct form of ‘do or make’.Use a dictionary to help you.

1.asdA.   Hurry up.You must --------------cleaning.

         B. No,I hate -----------housework

2.     A. Sorry,dear.I’ve ----------a mistake. I ----------you

        a cup of tea,but I put salt in it instead of sugar.

        B.You idiot.You’ve ----------a mess in the kitchen

        Can’t you --------------anything right

3.     A.Shall I go and ------------the washing?

        B. No, I’ll -----------that.You go and-----------the bed.

Writing

Word Completion

Aim: To make students to use proper words to complete the sentence meaning.

The same kind of question is also seen in vocabulary parts in chapter 18 in page 112;chapter 15 in page 94; chapter 13 in page 82; chapter 12 in page 76; chapter 8 in page 52.

Workbook, chapter 4 question 6 in page 16; chapter 5 question 5 in page 19; chapter 6 question 5 in page 23; chapter 13 question 5b in page 49;chapter 14 question 6 in page 53; chapter 17 question 1 in page 62; chapter 18 question 5 in page 66; chapter 19 question 4b; chapter 20 question 5b in page 74.   

PART C

GENERAL COMMENTS ON THE  “MATTERS   Pre-Intermediate”

 1.      Language Content  :

The coursebook Longman Pre-Intermediate Matters is organized around the teaching of mainly language functions and patterns of communicative interaction. Language forms are introduced and taught around interesting and generative topics. Grammar, vocabulary and discourse are the emphasized aspects of language form.The language units taught in the units match well with their social context and function. For example, when predictions and decisions (will and going to)are introduced, using weather forecasts for the listening question and given weather lexis matches the language form to its social usage. This is done systematically.

      2.      Selection and Grading of Language Items  :

The book follows a ‘multisyllabus’ which is mainly functional.The selection and the sequence of the language to be taught is based on attempt to identify probable student need.(Learner-centered approach) The grading of the language content is average and the progression is cyclical.

      3.      Presentation and Practice of New Language Items :

An eclectic approach is taken to the introduction of language points to allow for students’ different learning styles. Learning is related to the students’ own life experiences.There are personalized questions to make students communicate about themselves.The book balances botk inductive and deductive approaches to grammar awareness. The presentation and practice of new lexis is organized around systematic word building skills mainly. Vocabulary load also comes from listening.But new lexis isn’t recycled adequately. There is a systematic attempt to teach recognition and production individual sounds, recognition and understanding of stress patterns, especially in workbook phoneme discrimination and repetition. It also places emphasis on finding out how to look up pronunciation and word stress in the dictionary so that students will be able to work on their pronunciation outside the classroom.

      4.      Developing Language Skills and Communicative Abilities  :

There is an important amount of exposure to global language. Students are to take responsibility for monitoring their speaking , writing and develop strategies for coping with authentic texts. Many of the grammar or vocabulary questions are interactive and done in pairs or groups. Many of the writing questions are relatively controlled and work from models or are cued, and frequently they combined with cosolidation tasks.

CONCLUSION

‘Matters Pre-Intermediate’ has variety and pace.The subject matter of the reading texts, listening passages etc. Are likely to be of genuine interest to the learners taking all variables into account. The book is mostly suitable for students on intensive courses. On the point of testing , As skills are tested by the help of different contextualized items, testing is turned out to be attractive even for the hard-to- motivate students.

 

REFERENCES

 BELL, J. & GOVER, R., 1996, Matters Pre Intermediate Students’ Book, Longman.

 CARROL, B., J., 1980, Testing Communicative Performance, Pergamon Institute of English.

 CUNNINGHAM, G., 1996, Matters Pre Intermediate Workbook, Longman.

 DAVÝES, A.,(Ed), 1968, Language Testing Symposium, Oxford University Press.

 HEATON, J., B., 1975, Writing English Language Tests, Longman.

 OLLER, J., W., 1979, Language Tests At School, Longman.

 VALETTE, R., M., 1967, Modern Language Testing, Harcourt, Brace & World Inc.

 

 

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