{"id":5332,"date":"2019-10-22T08:17:51","date_gmt":"2019-10-22T08:17:51","guid":{"rendered":"https:\/\/itdi.ml\/courses\/?page_id=5332"},"modified":"2019-10-22T11:20:56","modified_gmt":"2019-10-22T11:20:56","slug":"adapting-the-coursebook-8","status":"publish","type":"page","link":"https:\/\/itdi.pro\/courses\/adapting-the-coursebook-8\/","title":{"rendered":"Adapting the coursebook 8"},"content":{"rendered":"
Module 4 > Unit 3 > Lesson 2: Adapting the coursebook > Activity 8<\/div>\r\n\r\n

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Listen to the teacher talking and complete the gaps.<\/p>\r\n\r\n

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View the audioscript<\/a><\/p>\r\n<\/div>\r\n

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I think it\u2019s useful to listen to recordings from the coursebook, but it\u2019s also useful sometimes for the class to listen to me talking.<\/p> \r\n\r\n

So I often start a language presentation by giving an example from my own life or telling them something about myself.<\/p> \r\n

If I do this, it\u2019s important not to just talk while the class sits in silence, but to try to involve the class as well.<\/p> \r\n

So I often get them to guess what I\u2019m going to say next, or I draw a picture on the board and ask them what it is \u2013 or at the end I ask them to tell me what I just said, so I can check they understood.<\/p> \r\n<\/div>\r\n<\/div>\r\n

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              Copy\/paste or type the words in the box into the text.<\/p>\n

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              guess<\/span> me<\/span> board<\/span> example<\/span> understood<\/span> silence<\/span>
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                I think it\u2019s useful to listen to (1) (recordings)<\/span><\/span> from the coursebook, but it\u2019s also useful sometimes for the class to listen to (2) (me)<\/span><\/span> talking. <\/p>\r\n\r\n

                So I often start a language presentation by giving an (3) (example)<\/span><\/span> from my own life or telling them something about myself.<\/p>\r\n\r\n

                If I do this, it\u2019s important not to just talk while the class sits in (4) (silence)<\/span><\/span> , but to try to (5) (involve)<\/span><\/span> the class as well. <\/p>\r\n\r\n

                So I often get them to (6) (guess)<\/span><\/span> what I\u2019m going to say next, or I draw a picture on the (7) (board)<\/span><\/span> and ask them what it is \u2013 or at the end I ask them to tell me what I just said, so I can check they (8) (understood)<\/span><\/span>.<\/p>\r\n<\/div>\r\n<\/div>\r\n<\/div> <\/li>\n <\/ul>\n <\/div>\n

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