By Tina Kasloff Carver, Sandra Douglas Fotinos
provides an inviting method of constructing dialog fluency. This publication offers photograph dictionary-type pages, besides dialog and grammar perform, that supply scholars with the vocabulary and talking abilities they want for lifestyle. For intermediate ESL rookies.
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Extra resources for A Conversation Book 2: English in Everyday Life
22. 23. 24. i See Conversation Springboards on page 206. Picture Discu6sion With your class, answer the questions about the scenes. • Use the vocabulary list. • Add more words. 1. Where do you think each student is from? 2. Describe their memories of home. 4. What traditional religion, food, music, and games could be part of each student's he ritage? 3. What differences are there in climate? in clothing? in architecture? Find Someone Who Review the vocabulary with your teacher. • Add to this list.
3. Which of these chi Idhood activities are dangerous? 4. Did you do any of these things in your childhood? Which ones? What's the Story? In groups of three, choose a conversation monitor and a recorder. • Then choose one of the students in the scenes. • Write a story about the student's childhood memory • Everyone in the group should contribute at least two sentences. • Read your story to the class. 1 \~\ See Conversation Springboards on page 205. A Group Brain5torm In the same groups, choose a recorder.
But the substitute teacher told us that people send sympathy cards t~ say they are sorry when someone has died!!! What should I do? J Cross-Cultural Exchange In groups of four; choose a conversation monitor and a recorder. • Discuss these questions. • Compare cultures when possible. • Report the results of your discussion to the cfass. 1. What are the customs of expressing sympathy in your culture? 2. What are the mourning customs? 3. What are the customs to express your friendship in time of need?
A Conversation Book 2: English in Everyday Life by Tina Kasloff Carver, Sandra Douglas Fotinos