1. ENGLISH NEWS: Students walk around the class and talk to other students about English news. Change partners often and share your findings.
2. CHAT: In pairs / groups, decide which of these topics or words from the article are most interesting and which are most boring.
|
new research / online class / opinions / important / headline / breaking news / topics / enthusiastic / listening / conversation / talking non-stop / background knowledge |
Have a chat about the topics you liked. Change topics and partners frequently.
3. NEWS: How is news good for studying English? Complete this table with your partner(s). Change partners often and share what you wrote.
|
Why? |
Advice on how to improve this |
Reading |
|
|
Listening |
|
|
Vocabulary |
|
|
Speaking |
|
|
Writing |
|
|
Pronunciation |
|
|
4. BEST: Students A strongly believe news is the best things to study in English class; Students B strongly believe it isn't. Change partners again and talk about your conversations.
MY e-BOOK
5. NEWS STORIES: Rank these and share your rankings with your partner. Put the best stories at the top. Change partners often and share your rankings.
• Sport
• Business
• Celebrity gossip
• Local news |
• International politics
• Fashion
• Weather
• Technology news |
6. OPINIONS: Spend one minute writing down all of the different words you associate with the word "opinions". Share your words with your partner(s) and talk about them. Together, put the words into different categories.
1. TRUE / FALSE: Read the headline. Guess if a-h below are true (T) or false (F).
a. |
A team of researchers asked teachers and students about news. |
T / F |
b. |
Almost everyone said news was important to use when studying. |
T / F |
c. |
One student said his teacher put news headlines on the whiteboard. |
T / F |
d. |
Another student said she preferred other topics to news. |
T / F |
e. |
Teachers said students had few problems with listening to news. |
T / F |
f. |
Teachers said students rarely spoke about news of their own country. |
T / F |
g. |
Students' background knowledge of news helps them in English class. |
T / F |
h. |
A teacher said listening to news was unhealthy for students. |
T / F |
2. SYNONYM MATCH: Match the following synonyms from the article.
1. |
suggests |
a. |
practical |
2. |
opinions |
b. |
continuously |
3. |
types |
c. |
global |
4. |
useful |
d. |
keen |
5. |
international |
e. |
for example |
6. |
enthusiastic |
f. |
shows |
7. |
encouraged |
g. |
understanding |
8. |
non-stop |
h. |
views |
9. |
knowledge |
i. |
helped |
10. |
such as |
j. |
kinds |
3. PHRASE MATCH: (Sometimes more than one choice is possible.)
1. |
teachers and students in |
a. |
because the story is real |
2. |
he enjoyed studying using news |
b. |
knowledge |
3. |
news was a lot more interesting |
c. |
"international vocabulary" |
4. |
she felt good when she |
d. |
non-stop about news |
5. |
She also learnt a lot of useful |
e. |
than other types of topics |
6. |
Teachers were also enthusiastic |
f. |
an online class |
7. |
they made the recording slower |
g. |
such as role plays |
8. |
teachers said their students talked |
h. |
about using news |
9. |
background |
i. |
understood the news |
10. |
do many kinds of activities, |
j. |
to help their students |
New research from the BreakingNewsEnglish.com website (1) ____________ that news is good for students. A researcher asked many teachers and students in an (2) ____________ class their (3) ____________ on using the news to learn English. Almost everyone said it was very important. One student said he (4) ____________ studying using news because the story is real. He said he remembered many times when the teacher put a (5) ____________ on the whiteboard and he was surprised that it was that day's (6) ____________ news. Another student said she thought news was a lot more interesting than other types of (7) ____________ in her lessons. She said she felt good when she understood the news in English. She also learnt a lot of (8) ____________ "international vocabulary".
|
|
enjoyed
useful
online
breaking
suggests
headline
topics
opinions
|
Teachers were also (9) ____________ about using news in the classroom. Many said students had problems with listening, so they made the recording (10) ____________ to help their students. Teachers also liked news stories because they (11) ____________ conversation. Many teachers said their students talked (12) ____________ about news of their own country or city. Teachers also said news was useful because students already had a lot of (13) ____________ knowledge from listening to or reading about a news item in their own language. Teachers also liked the (14) ____________ that they could do many kinds of activities, such as role plays, (15) ____________, surveys, quizzes and language games. One teacher said he thought listening to news was "(16) ____________ for students". |
|
encouraged
debates
background
slower
unhealthy
enthusiastic
fact
non-stop |
1) |
A researcher asked many teachers and students in an online ______ |
|
a. class their opinion
b. class their onions
c. class their opinions
d. class their opines |
2) |
One student said he enjoyed studying using news because the ______ |
|
a. story is really
b. story is real
c. story is realism
d. story is reel |
3) |
he was surprised that it was that day's ______ |
|
a. broken news
b. barking news
c. breaking news
d. break-in news |
4) |
Another student said she thought news was a lot more interesting than other ______ |
|
a. types of topics
b. tapes of topics
c. ties of topics
d. tips of topics |
5) |
She also learnt a lot of useful "international ______" |
|
a. vocab
b. vocabularies
c. vocabulary
d. bow cab you are real |
6) |
Many said students had problems with listening, so they made the ______ |
|
a. record in slow
b. recording slowly
c. recorded slower
d. recording slower |
7) |
Teachers also liked news stories because they ______ |
|
a. encouraged conversation
b. encourages conversation
c. encouraged conversations
d. encourages conversations |
8) |
news was useful because students already had a lot of ______ |
|
a. backgrounds knowledge
b. background knowledgeable
c. background knowledge
d. backgrounds knowledgeable |
9) |
they could do many kinds of activities, such as ______, debates… |
|
a. roll plays
b. real plays
c. role play
d. role plays |
10) |
One teacher said he thought listening to news was ______ |
|
a. unhealthy for students
b. stealthy for students
c. wealthy for students
d. reality for students |
New research from the BreakingNewsEnglish.com website suggests that news (1) ___________________. A researcher asked many teachers and students in an online class (2) ___________________ using the news to learn English. Almost everyone said it was very important. One student said he enjoyed studying using news because (3) ___________________. He said he remembered many times when the teacher (4) ___________________ the whiteboard and he was surprised that it was that day's breaking news. Another student said she thought news was a lot more interesting than other (5) ___________________ her lessons. She said she felt good when she understood the news in English. She also (6) ___________________ "international vocabulary".
Teachers were also (7) ___________________ using news in the classroom. Many said students had problems with listening, so they made the recording slower (8) ___________________. Teachers also liked news stories because they encouraged conversation. Many teachers said their students talked (9) ___________________ of their own country or city. Teachers also said news was useful because students already had (10) ___________________ knowledge from listening to or reading about a news item in their own language. Teachers also (11) ___________________ they could do many kinds of activities, such as role plays, debates, surveys, quizzes and language games. One teacher said he (12) ___________________ news was "unhealthy for students".
1. |
Who asked teachers and students questions? |
2. |
Where were the teachers and students asked questions? |
3. |
Where did a teacher put a headline? |
4. |
What did a student say news was more interesting than? |
5. |
How did a student feel when she understood news in English? |
6. |
How did teachers feel about using news in the classroom? |
7. |
What did teachers do if students had problems with listening? |
8. |
What did teachers say news stories encourage? |
9. |
What do students have to help them listen to or read news in English? |
10. |
What did the last say about listening to news? |
1. |
Who asked teachers and students questions? |
6. |
How did teachers feel about using news in the classroom? |
|
a) a researcher
b) a journalist
c) a cameraman
d) a newspaper owner |
|
a) unbelievably happy
b) nervous
c) they didn't like it
d) enthusiastic |
2. |
Where were the teachers and students asked questions? |
7. |
What did teachers do if students had problems with listening? |
|
a) on the street
b) at a conference on teaching English
c) in an online class
d) in a newspaper's offices |
|
a) play the listening 10 times
b) make the recording slower
c) do reading instead
d) turn the volume up |
3. |
Where did a teacher put a headline? |
8. |
What did teachers say news stories encourage? |
|
a) in an envelope
b) on a whiteboard
c) on a worksheet
d) on the Internet |
|
a) breaking news
b) students to finish homework
c) background knowledge
d) conversation |
4. |
What did a student say news was more interesting than? |
9. |
What do students have to help them listen to or read news in English? |
|
a) gossip
b) grammar
c) course books
d) other class topics |
|
a) breaking news
b) ears
c) background knowledge
d) newspapers |
5. |
How did a student feel when she understood news in English? |
10. |
What did the last say about listening to news? |
|
a) good
b) on top of the world
c) normal
d) not too bad |
|
a) it's the best
b) it's unhealthy for students
c) he wishes he were a student today
d) it's so, so important |
Role A – International
You think international news is best. Tell the others three reasons why. Tell them things that are wrong with their types of news. Also, tell the others which is the least interesting of these (and why): local news, environmental news or business news. |
Role B – Local
You think local news is best. Tell the others three reasons why. Tell them things that are wrong with their types of news. Also, tell the others which is the least interesting of these (and why): international news, environmental news or business news. |
Role C – Environment
You think environmental news is best. Tell the others three reasons why. Tell them things that are wrong with their types of news. Also, tell the others which is the least interesting of these (and why): local news, international news or business news. |
Role D – Business
You think business news is best. Tell the others three reasons why. Tell them things that are wrong with their types of news. Also, tell the others which is the least interesting of these (and why): local news, environmental news or international news. |
1. WORD SEARCH: Look in your dictionary / computer to find collocates, other meanings, information, synonyms … for the words 'news' and 'English'.
- Share your findings with your partners.
- Make questions using the words you found.
- Ask your partner / group your questions.
2. ARTICLE QUESTIONS: Look back at the article and write down some questions you would like to ask the class about the text.
- Share your questions with other classmates / groups.
- Ask your partner / group your questions.
3. GAP FILL: In pairs / groups, compare your answers to this exercise. Check your answers. Talk about the words from the activity. Were they new, interesting, worth learning…?
4. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings.
5. TEST EACH OTHER: Look at the words below. With your partner, try to recall how they were used in the text:
- suggests
- opinions
- real
- headline
- types
- useful
|
- problems
- slower
- talked
- background
- item
- unhealthy
|
Write five GOOD questions about English news in the table. Do this in pairs. Each student must write the questions on his / her own paper.
When you have finished, interview other students. Write down their answers.
|
STUDENT 1
_____________ |
STUDENT 2
_____________ |
STUDENT 3
_____________ |
Q.1.
|
|
|
|
Q.2.
|
|
|
|
Q.3.
|
|
|
|
Q.4.
|
|
|
|
Q.5.
|
|
|
|
- Now return to your original partner and share and talk about what you found out. Change partners often.
- Make mini-presentations to other groups on your findings.
STUDENT A's QUESTIONS (Do not show these to student B)
a) |
What did you think when you read the headline? |
b) |
What springs to mind when you hear the word 'news'? |
c) |
What do you think of studying English through news stories? |
d) |
Is English news good for students of English? |
e) |
What are your favourite areas of the news? |
f) |
What stories are you following at the moment? |
g) |
What are the most difficult things about news in English? |
h) |
How do you feel when you understand news in English? |
i) |
Is news vocabulary different? |
j) |
How important is news? |
-----------------------------------------------------------------------------
STUDENT B's QUESTIONS (Do not show these to student A)
a) |
Did you like reading this article? Why/not? |
b) |
Is news in the classroom better or worse than using a course book? |
c) |
How does news make you feel? |
d) |
What advice would you give to students who want to understand news in English? |
e) |
Do news stories encourage conversation more than other stories? |
f) |
Does background knowledge of a news story help with English news? |
g) |
Is local news better than international news? |
h) |
Where is best for getting news – TV, radio, the Internet or newspapers? |
i) |
Why might listening to news be "unhealthy for students"? |
j) |
What questions would you like to ask BreakingNewsEnglish.com? |
STUDENT A's QUESTIONS (Do not show these to student B) |
1. |
________________________________________________________ |
2. |
________________________________________________________ |
3. |
________________________________________________________ |
4. |
________________________________________________________ |
5. |
________________________________________________________ |
6. |
________________________________________________________ |
----------------------------------------------------------------------------
STUDENT B's QUESTIONS (Do not show these to student A) |
1. |
________________________________________________________ |
2. |
________________________________________________________ |
3. |
________________________________________________________ |
4. |
________________________________________________________ |
5. |
________________________________________________________ |
6. |
________________________________________________________ |
New research from the BreakingNewsEnglish.com website (1) ____ that news is good for students. A researcher asked many teachers and students in an online class their opinions (2) ____ using the news to learn English. (3) ____ everyone said it was very important. One student said he enjoyed studying using news because the story is real. He said he remembered many times when the teacher put a (4) ____ on the whiteboard and he was surprised that it was (5) ____ day's breaking news. Another student said she thought news was a lot more interesting than other (6) ____ of topics in her lessons. She said she felt good when she understood the news in English. She also learnt a lot of useful "international vocabulary".
Teachers were also enthusiastic about (7) ____ news in the classroom. Many said students had problems with listening, so they made the (8) ____ slower to help their students. Teachers also liked news stories because they encouraged conversation. Many teachers said their students talked (9) ____ about news of their own country or city. Teachers also said news was useful because students already had a lot of (10) ____ knowledge from listening to or reading about a news item in their own language. Teachers also liked the fact that they could do many kinds of activities, (11) ____ as role plays, debates, surveys, quizzes and language games. One teacher said he thought listening to news was "(12) ____ for students".
Put the correct words from the table below in the above article.
1. |
(a) |
suggests |
(b) |
suggestive |
(c) |
suggestion |
(d) |
suggest |
2. |
(a) |
in |
(b) |
at |
(c) |
on |
(d) |
from |
3. |
(a) |
Most |
(b) |
Mostly |
(c) |
Almost |
(d) |
Must |
4. |
(a) |
deadline |
(b) |
beeline |
(c) |
frontline |
(d) |
headline |
5. |
(a) |
that |
(b) |
today |
(c) |
yesterday |
(d) |
in |
6. |
(a) |
tapes |
(b) |
types |
(c) |
taps |
(d) |
traps |
7. |
(a) |
uses |
(b) |
used |
(c) |
usage |
(d) |
using |
8. |
(a) |
engraving |
(b) |
recording |
(c) |
inscribing |
(d) |
headlining |
9. |
(a) |
stoppable |
(b) |
stoppage |
(c) |
non-stop |
(d) |
stop gap |
10. |
(a) |
unground |
(b) |
foreground |
(c) |
underground |
(d) |
background |
11. |
(a) |
for |
(b) |
example |
(c) |
like |
(d) |
such |
12. |
(a) |
stealthy |
(b) |
unhealthy |
(c) |
wealthy |
(d) |
unearthly |
Paragraph 1 |
1. |
A aererechrs asked many teachers |
2. |
their spniooni on using the news |
3. |
he yejoend studying using news |
4. |
put a deeihaln on the whiteboard |
5. |
news was a lot more tegiinetrns |
6. |
international crlyaabvou |
Paragraph 2
|
7. |
Teachers were also esisihtatcnu |
8. |
made the rndorgeic slower |
9. |
they encouraged osnavecronti |
10. |
background ldenewogk |
11. |
many kinds of itaicesivt |
12. |
eiszzuq and language games |
Number these lines in the correct order.
( ) |
of background knowledge from listening to or reading about a news item in their own language. Teachers also liked the |
( ) |
stop about news of their own country or city. Teachers also said news was useful because students already had a lot |
( ) |
for students. A researcher asked many teachers and students in an online class their opinions |
( ) |
headline on the whiteboard and he was surprised that it was that day's breaking news. Another |
( ) |
on using the news to learn English. Almost everyone said it was very important. One student said he enjoyed studying using |
( ) |
good when she understood the news in English. She also learnt a lot of useful "international vocabulary". |
( 1 ) |
New research from the BreakingNewsEnglish.com website suggests that news is good |
( ) |
problems with listening, so they made the recording slower to help their students. Teachers also liked news |
( ) |
student said she thought news was a lot more interesting than other types of topics in her lessons. She said she felt |
( ) |
news because the story is real. He said he remembered many times when the teacher put a |
( ) |
quizzes and language games. One teacher said he thought listening to news was "unhealthy for students". |
( ) |
Teachers were also enthusiastic about using news in the classroom. Many said students had |
( ) |
fact that they could do many kinds of activities, such as role plays, debates, surveys, |
( ) |
stories because they encouraged conversation. Many teachers said their students talked non- |
1. |
everyone important was said Almost very it. |
2. |
is real He enjoyed studying using news because the story. |
3. |
She lot thought more news interesting was a. |
4. |
news She said she felt good when she understood the. |
5. |
a useful learnt of vocabulary also lot international She. |
6. |
also were Teachers news using about enthusiastic. |
7. |
problems had students said Many listening with. |
8. |
- Their stop students about talked news non. |
9. |
lot Students of already background had knowledge a. |
10. |
was news to listening thought He unhealthy. |
New research from the BreakingNewsEnglish.com website suggestions / suggests that news is good for students. A researcher asked many teachers and students in an inline / online class their opinions on / at using the news to learn English. Almost everyone said it was very importance / important. One student said he enjoyed studying usage / using news because the story is real. He said he remembered many times when the teacher put a deadline / headline on the whiteboard and he was surprised / surprising that it was that day's breaking news. Another student said she thought news was a lot more interesting than other types / type of topics in her lessons. She said she felt good when she understanding / understood the news in English. She also learnt a lot of useful / useless "international vocabulary".
Teachers were also enthusiasm / enthusiastic about using news in the classroom. Many said students had problems with / of listening, so they made the recorded / recording slower to help their students. Teachers also liked / liking news stories because they encouraged conversation. Many teachers said their students talked non-stop / noun-stop about news of their own country or city. Teachers also said news was useful because students already had a lot of foreground / background knowledge from listening to or reading about a news piece / item in their own language. Teachers also liked the fact that they could do many / manly kinds of activities, such as role / roll plays, debates, surveys, quizzes and language games. One teacher said he thought listening to news was "unhealthy / wealthy for students".
Talk about the connection between each pair of words in italics, and why the correct word is correct.
N_w r_s__rch fr_m th_ Br__k_ngN_ws_ngl_sh.c_m w_bs_t_ s_gg_sts th_t n_ws _s g__d f_r st_d_nts. _ r_s__rch_r _sk_d m_ny t__ch_rs _nd st_d_nts _n _n _nl_n_ cl_ss th__r _p_n__ns _n _s_ng th_ n_ws t_ l__rn _ngl_sh. _lm_st _v_ry_n_ s__d _t w_s v_ry _mp_rt_nt. _n_ st_d_nt s__d h_ _nj_y_d st_dy_ng _s_ng n_ws b_c__s_ th_ st_ry _s r__l. H_ s__d h_ r_m_mb_r_d m_ny t_m_s wh_n th_ t__ch_r p_t _ h__dl_n_ _n th_ wh_t_b__rd _nd h_ w_s s_rpr_s_d th_t _t w_s th_t d_y's br__k_ng n_ws. _n_th_r st_d_nt s__d sh_ th__ght n_ws w_s _ l_t m_r_ _nt_r_st_ng th_n _th_r typ_s _f t_p_cs _n h_r l_ss_ns. Sh_ s__d sh_ f_lt g__d wh_n sh_ _nd_rst__d th_ n_ws _n _ngl_sh. Sh_ _ls_ l__rnt _ l_t _f _s_f_l "_nt_rn_t__n_l v_c_b_l_ry".
T__ch_rs w_r_ _ls_ _nth_s__st_c _b__t _s_ng n_ws _n th_ cl_ssr__m. M_ny s__d st_d_nts h_d pr_bl_ms w_th l_st_n_ng, s_ th_y m_d_ th_ r_c_rd_ng sl_w_r t_ h_lp th__r st_d_nts. T__ch_rs _ls_ l_k_d n_ws st_r__s b_c__s_ th_y _nc__r_g_d c_nv_rs_t__n. M_ny t__ch_rs s__d th__r st_d_nts t_lk_d n_n-st_p _b__t n_ws _f th__r _wn c__ntry _r c_ty. T__ch_rs _ls_ s__d n_ws w_s _s_f_l b_c__s_ st_d_nts _lr__dy h_d _ l_t _f b_ckgr__nd kn_wl_dg_ fr_m l_st_n_ng t_ _r r__d_ng _b__t _ n_ws _t_m _n th__r _wn l_ng__g_. T__ch_rs _ls_ l_k_d th_ f_ct th_t th_y c__ld d_ m_ny k_nds _f _ct_v_t__s, s_ch _s r_l_ pl_ys, d_b_t_s, s_rv_ys, q__zz_s _nd l_ng__g_ g_m_s. _n_ t__ch_r s__d h_ th__ght l_st_n_ng t_ n_ws w_s "_nh__lthy f_r st_d_nts".
new research from the breakingnewsenglishcom website suggests that news is good for students a researcher asked many teachers and students in an online class their opinions on using the news to learn english almost everyone said it was very important one student said he enjoyed studying using news because the story is real he said he remembered many times when the teacher put a headline on the whiteboard and he was surprised that it was that day's breaking news another student said she thought news was a lot more interesting than other types of topics in her lessons she said she felt good when she understood the news in english she also learnt a lot of useful "international vocabulary"
teachers were also enthusiastic about using news in the classroom many said students had problems with listening so they made the recording slower to help their students teachers also liked news stories because they encouraged conversation many teachers said their students talked non-stop about news of their own country or city teachers also said news was useful because students already had a lot of background knowledge from listening to or reading about a news item in their own language teachers also liked the fact that they could do many kinds of activities such as role plays debates surveys quizzes and language games one teacher said he thought listening to news was "unhealthy for students"
NewresearchfromtheBreakingNewsEnglish.comwebsitesuggeststhatne
wsisgoodforstudents.Aresearcheraskedmanyteachersandstudentsinano
nlineclasstheiropinionsonusingthenewstolearnEnglish.Almosteveryones
aiditwasveryimportant.Onestudentsaidheenjoyedstudyingusingnewsbec
ausethestoryisreal.Hesaidherememberedmanytimeswhentheteacherput
aheadlineonthewhiteboardandhewassurprisedthatitwasthatday'sbreakin
gnews.Anotherstudentsaidshethoughtnewswasalotmoreinterestingthano
thertypesoftopicsinherlessons.Shesaidshefeltgoodwhensheunderstoodt
henewsinEnglish.Shealsolearntalotofuseful"internationalvocabulary".Te
acherswerealsoenthusiasticaboutusingnewsintheclassroom.Manysaidst
udentshadproblemswithlistening,sotheymadetherecordingslowertohelpt
heirstudents.Teachersalsolikednewsstoriesbecausetheyencouragedcon
versation.Manyteacherssaidtheirstudentstalkednon-stopaboutnews
oftheirowncountryorcity.Teachersalsosaidnewswasusefulbecausestude
ntsalreadyhadalotofbackgroundknowledgefromlisteningtoorreadingabou
tanewsitemintheirownlanguage.Teachersalsolikedthefactthattheycouldd
omanykindsofactivities,suchasroleplays,debates,surveys,quizzesandlan
guagegames.Oneteachersaidhethoughtlisteningtonewswas"unhealthyfo
rstudents". |
Write about English news for 10 minutes. Comment on your partner's paper.
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Using news in English class is better than using course books. Discuss.
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1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google's search field (or another search engine) to build up more associations / collocations of each word.
2. INTERNET: Search the Internet and find out more about studying using English news. Share what you discover with your partner(s) in the next lesson.
3. BREAKING NEWS: Make a poster about recent breaking news. Show your work to your classmates in the next lesson. Did you all have similar things?
4. STUDYING: Write a magazine article about studying using news. Include imaginary interviews with people who are for and against it.
Read what you wrote to your classmates in the next lesson. Write down any new words and expressions you hear from your partner(s).
5. WHAT HAPPENED NEXT? Write a newspaper article about the next stage in this news story. Read what you wrote to your classmates in the next lesson. Give each other feedback on your articles.
6. LETTER: Write a letter to a teacher. Ask him/her three questions about using English news in the classroom. Give him/her three of your ideas on it. Read your letter to your partner(s) in your next lesson. Your partner(s) will answer your questions.
Ask your students what they have read, seen or heard about this news in their own language. Students are likely to / may have have encountered this news in their L1 and therefore bring a background knowledge to the classroom.
Get students to role play different characters from this news story.
Ask students to keep track of this news and revisit it to discuss in your next class.
Ask students to male predictions of how this news might develop in the next few days or weeks, and then revisit and discuss in a future class.
Ask students to write a follow-up story to this news.
Students role play a journalist and someone who witnessed or was a part of this news. Perhaps they could make a video of the interview.
Ask students to keep a news journal in English and add this story to their thoughts.
Also...
Buy my 1,000 Ideas and Activities for Language Teachers eBook. It has hundreds of ideas, activity templates, reproducible activities for:
- News
- Warm ups
- Pre-reading / Post-reading
- Using headlines
- Working with words
- While-reading / While-listening
- Moving from text to speech
- Post-reading / Post-listening
- Discussions
- Using opinions
- Plans
- Language
- Using lists
- Using quotes
- Task-based activities
- Role plays
- Using the central characters in the article
- Using themes from the news
- Homework
Buy my book
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TRUE / FALSE (p.4)
a |
F |
b |
T |
c |
T |
d |
F |
e |
F |
f |
F |
g |
T |
h |
T |
SYNONYM MATCH (p.4)
1. |
suggests |
a. |
shows |
2. |
opinions |
b. |
views |
3. |
types |
c. |
kinds |
4. |
useful |
d. |
practical |
5. |
international |
e. |
global |
6. |
enthusiastic |
f. |
keen |
7. |
encouraged |
g. |
helped |
8. |
non-stop |
h. |
continuously |
9. |
knowledge |
i. |
understanding |
10. |
such as |
j. |
for example |
COMPREHENSION QUESTIONS (p.8)
1. |
A researcher |
2. |
In an online class |
3. |
On a whiteboard |
4. |
Other topics in class |
5. |
Good |
6. |
Enthusiastic |
7. |
Make the recording slower |
8. |
Conversation |
9. |
Background Knowledge |
10. |
It's unhealthy for students |
MULTIPLE CHOICE - QUIZ (p.9)
1. |
a |
2. |
c |
3. |
b |
4. |
d |
5. |
a |
6. |
d |
7. |
b |
8. |
d |
9. |
c |
10. |
b |
ALL OTHER EXERCISES
Please check for yourself by looking at the Article on page 2.
(It's good for your English ;-)