2. "Good teaching is more
a giving of right
questions than a giving of right
answers."
Josef Albers
3. to acknowledge students with
culture, traditions and way of
thinking of the British;
to use idioms and phrasal verbs in
order to develop sociolinguistic
competence;
My goals to achieve
at the lessons are
to improve my students’ communicative
competence, using simulations as a teaching
technique which teaches them to be accurate
in speaking;
7. to help the students to
practice decision making and
problem solving skills.
to achieve cognitive and psycho
motor skills
to learn the various models of
behavior in a particular
situation. The knowledge gained
through simulation can be easily
transferred to the real setting
a chance for applying the principles
and theories that students have
learnt
Purposes of
simulation
8. idioms
over the moon -extremely
happy or excited.
changes hands - passes from
one owner to another
in someone’s way - stopping
sb from moving or
doing something
phrasal verbs
Give in – you can’t say
‘no’
Come across – meet sb
or find sth by chance
main reasons which
complicate
communication
9. How to present idioms and
phrasal verbs in the classroom.
Teaching techniques
Students study the presentation for five
minutes1
10. Going on a diet
NAME Jo Jones
CURRENTWEIGHT 90 kg
TARGET WEIGHT 60 kg
Hi, I'm going on a diet - starting
tomorrow! I'm worried that if I
see a packet of biscuits, I'll just
give in and eat one after
another.
Please help.
Hi Jo. If I were you, I'd just
cut down on everything
sugary. And whatever you do,
don't go without breakfast -it's
the most important meal of the
day. Remember to do some
exercise to burn up the
calories. Good luck!
Jo, make sure you eat lots of
fruit, vegetables, and brown rice;
fill yourself up with them before
you eat anything else. The rule
is, if you're starving, eat
fruit! All the best!
[ blond23]
[Kima]
11. go without sth
burn sth up
fill yourself up
(with sth)
be starving
try to get thinner by eating a limited range of food.
If you give in to sth, you can't say 'no' to sth you want,
first one, then the next, etc. syn one after the other.
reduce the amount of sth that you eat, use, etc., or do sth
less often.
live without sth that you need or would like to have,
use up energy in your body by being physically active.
eat enough food so you no longer feel hungry.
INF be extremely hungry.
go/be on a diet
give in (to sth)
one after another
cut down (on sth)
Glossary
12. You can use these phrases when
you are giving advice:
If l were you, l’d cut down on
bread. = in your situation, I would...
Whatever you do, avoid cheese.
used with a warning to sb not
to do sth.
Make sure you drink plenty
of water. = take the action
necessary.
Spotlight Giving
advice
13. Did you understand
the lecture?No, I couldn’t take it in. I
was too tired.
Are you any good at
maths?No, I haven’t got a head
for figures.
What was her name
again?I’m afraid it’s slipped my
mind.
He’s a taxi driver,
isn’t he?Yes. He knows London like
the back of his hand.
Dialogue
15. The radio was faulty so I took
it back to the shop.
She took his car key by mistake
but gave it back this morning.
She read a few pages then put
the book back on the shelf.
16. How to present idioms and
phrasal verbs in the classroom.
Teaching techniques
Teacher answers any queries and
provide a pronunciation model2
Students study the presentation for five
minutes1
Students do the first exercise to practice
3
17. 1 Complete the sentences with words from the
box. (There are more words than you need.
in up be another go burn other cut go starving
1 He ate them one after.......................................
2 Don't give……………………to the desire to smoke.
3 What's for dinner? I'm......................................
4 You need to………………….up the calories.
5 He just fills himself......................................with cakes.
6 Try and ..................................without sugary drinks.
7 Have you......................................down on hamburgers?
8 Why don't you...................................on a diet?
2 Circle the correct word. (You will complete
the sentences in Exercise 3.)
1 If you want to go in | on a diet, try to eat..............................................................
2 If I were | am you, I wouldn't won't
eat................................................................
3 Whatever Wherever you do, don't forget to........................................................
4 Make Get sure you take ...................................................................................
5 If you're starving staring, don't fill fit yourself up with .......................................
6 Try to cut our | down on drinks like
18. When they have completed the written
exercises a teacher gives a test4
Students do the first exercise to practice
3
How to present idioms and
phrasal verbs in the classroom.
Teaching techniques
Teacher answers any queries and
provide a pronunciation model2
Students study the presentation for five
minutes1
19. 1. If you do a piece of work very badly, you………it up.
2. If you cancel something that has been arranged,
you…………………………It off.
3. If you think about what is going to happen in the
future, you...............ahead.
4. If you make a plan and it goes …….., it means it
happens.
5. If you delay something and move it to a later time,
you……it back.
6. If things happen in the way you expected, they go
according to……….. .
7. If you move something to an earlier time, you bring
it…….. .
8. If you've got something …….., it means you have
arranged to do something.
9 If something spoils your plans or has a bad effect
on
them, it them up. The phrase in the grey squares
is.................. .
Complete the crossword
20. The teacher organizes a simulation in
order to use the new vocabulary5
When they have completed the written
exercises a teacher gives a test4
Students do the first exercise to practice
3
How to present idioms and
phrasal verbs in the classroom.
Teaching techniques
Teacher answers any queries and
provide a pronunciation model2
Students study the presentation for five
minutes1
21. One student is a big eater of
sweets and fizzy drinks and
doesn’t want to get rid of the
bad habit.
The other student tries to persuade
him in necessity of eating healthy
food, explaining the reasons. (The
teacher asks students to use
idioms).
22. Using video
I. Pre-viewing.
(Is aimed to receive general
understanding).
1.Teachers give the tasks,
which stimulate students to
active watching the clip:
Answer the questions; Who?
Where? Why?
Find true/false sentences
Find logical order of the events
2.The first watching the film.
3.Cheching up the tasks.
II. While -viewing.
(Language practice).
Watching different clips of the
film
Discussing and working with
pronunciation models of the
items
Doing the tasks for language
practicing asking ‘What would
you say if you were…?’
III. Post-viewing.
1. Tasks which stimulate
students’ communicative
activity.
2. The third watching the film.
3. Discussing actor’s actions and
comparing social and cultural
piculiarities.
4. Organizing simulations.
5. Writing an assay.
6. In order to improve
communicative competence of
my students I organize
different meetings, parties and
festivals.
23.
24. www.themegallery.com
LOGO
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Serenity with each sunrise!
Success in each facet of your life!
Family beside you!
Close and caring friends!
Love that never ends!
Special memories of all the yesterdays!
A path that leads to beautiful
tomorrows!
