Teach english new edition r

Pronunciation: intonation
Look at these expressions of reaction to what people say and answer the questions which follow:
That’s fantastic! How interesting! Really? That’s incredible!
a How could you use the expressions to teach variations of pitch and intonation? 
b 
What level would this be appropriate for?
Pronunciation: sounds
a Design an activity for elementary students to show how the letter ‘a’ is pronounced, 
b 
What is the best way to teach the sounds /ae/ cat, 
/ a /
cut, and 
/ d /
cot to lower-intermediate 
students?
Vocabulary
Look at the following list of words and answer the questions which follow:
attractive 
beautiful chubby emaciated 
fat flabby good-looking handsome
hideous 
lean 
muscular nubile 
obese overweight plain 
pretty shapely
sinewy skinny slender slight slim 
stout tanned thin 
ugly 
underweight
voluptuous well-built
206
Jeremy Harmer 
Howto Teach English
© Pearson Education Limited 
2007
PHOTOCOPIABLE

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a At what level would it be appropriate for students to concentrate on these vocabulary items? 
b How could you get students to understand the meaning and connotation of the words? 
c What aspects of the pronunciation of these words would you draw students’ attention to? 
d What kind of situations can you think of to get students using the new words?
F Correcting students 
(pages 97-98)
Complete the blanks with an appropriate form of the correction in the following exchanges 
between a teacher and her elementary students.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Task File
a
t e a c h e r
:
OK ... question, Juan.
j u a n
:
where the book is
t e a c h e r
:
b
t e a c h e r
:
Olga?
o l g a
:
He never has been see Paris.
t e a c h e r
:
Can anyone help her?
s t u d e n t s
:
He never has see/He never been/He never sees, etc.
t e a c h e r
:
c
p a u l a
:
He can to play tennis.
t e a c h e r
:
Jargon buster
Copy the chart with your own definitions for the following terms (column 1) and explain their 
relevance to teaching (column 
2
).
Your definition
Relevance to language 
learning/teaching
Personalisation
Deductive approach
Model
Isolate
Inductive approach
Check questions
Elicitation
M inim al pair
Error
Slip
Attempt
False friend
Developm ental error
Jeremy Harmer 
H ow to Teach English
© Pearson Education Limited 2007