CD 1 :50 : see Student’s Book page 40
11 Choose and make sentences. How many true sentences can you make? •
Ask two volunteers to read the example speech bubbles.
Elicit example phrases for each verb in the second box
(e.g.,
buy a magazine, have a drink, eat lunch, etc.) and
invite the students to make more sentences as in the
examples
. •
Ask
How many true sentences can you make? Students
work individually to write sentences. Point out that they
can use the words in the boxes more than once. See who
has the most sentences and ask him/her to read them
aloud. Elicit different sentences from other students.
1 2 Which words sound the strongest? Listen and repeat. •
Say
Which words sound stronger? Tell the students
to look at the words in
bold and play the recording,
pausing after the “strong” words. Continue with the full
sentence, pausing for students to repeat.
CD 1 :5 1 I
went to the
market to
buy some
rice .
… went … market … buy … rice
I
went to the
market to
buy some
rice .
I
bought some
rice to
make paella .
… bought … rice … make paella
I
bought some
rice to
make paella .
•
Say
Now listen to these sentences. Which words are the strongest? Play the recording, pausing for students to
tell you the “strong” words. Remind the students that
the strongest stress is on key verbs and nouns, whereas
smaller words like
to ,
the ,
some , and
a are unstressed.
Then encourage the students to repeat, stressing the
correct words.
