Ask Ss to explain their decisions. - Ss work in pairs to complete the task 4 Refer hack to what you have told the class in 2. Now tell Ss the ways you used to deal with these ( difficult/stressful ) situations. Ask Ss to work in pairs to complete the task. If time allows, ask each pair to join at least another pair to make a group discussion.______________ REM EM BER! 3. Pronunciation (15^j - Stress on the verb be in Normally the verb be is uj sentences middle or at the start o f i Play the recording again or say statement or question the first sentence in the Example: She was stressed. conversation in GETTING STARTED. Draw Ss’ attention Are you worried about something? to the stressed T sn’t ’ and ask H ow eve^th% /erb be is stressed in negative them to practice saying the questions and at the end o f sentences. question. Now explain the en't you coming? REMEMBER! box. Emphasise es, I am. that normally the verb be Is Also, it is stressed for emphasis or contrast. unstressed, except for Example: situations mentioned in the box. 9. She isn ’t coming? 5 Play the recording as many times as needed so that Ss are 10. She is coming, but she 71be a little late. familiar with thA^tres3£d be in the statements. Note that only the words in. italics should be - Ss listen, thenpractice saying the sentences in stressed* the other forms o f be pairs. are unstressed. With the whole class, refer to the EMBER!box to elicit the asons why the verbs be is s^esses in each item. Ss then - Ss work individually first to underline those practice saying the sentences in that should be stressed. Then check pairs. 6 TellSs that these sentences Key: contain both stressed and 1. - You aren’t worried about the exam? unstressed verb forms o f be. Ss Good for you! work individually first to - 1 am worried! But 1 try not to show it. underline those that should be 2. - Do you think Jack is good at Japanese? stressed. Then play the recording
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