Pronunciation: Emphasizing
Refer students to the pronunciation point. Ask students to read the sentences. Point out the position of really, very and very well.
Grammar note Many single-word adverbs, including frequency adverbs, go:
a. after the verb be, e.g., I’m really late. b. before a main verb, e.g., I really like chocolate.
c. after a modal, e.g., I’d really like; I can really play tennis.
d. between an auxiliary and the main verb, e.g., I have really worked hard; I’m really enjoying my lunch.
The adverb very strengthens an adjective and goes before the adjective, e.g., I’m very interested in the job; It’s a very good job.
The word extremely is even stronger than very and has the same grammar, e.g., I’m extremely interested in the job; It’s an extremely good job.
The adverb very well modifies a verb, BUT it does not come immediately after the verb. It comes at the end of the sentence, e.g., I can do very well this job very well; I know the tall man with white hair by the window very well.
Play the recording. Drill the sentences. Point out
that emphasizing words are usually stressed (in bold in the Pronunciation box in the Course Book).
Transcript 130
I’d really like to work here. I love meeting people. I’m extremely interested in this job. I’m very motivated. I think I’ll do the job very well.
C Set for pairwork.
Possible answers a.
Play the recording if you feel it is
necessary after the work on the Pronunciation box. Drill the sentences, and again if necessary.
I really like/love the healthcare industry.
b. I’m extremely/really/very interested in nursing. c. d.
Transcript 131 a. I love the healthcare industry. b. I’m extremely interested in nursing. c.
I’d really like to get this job.
d. I definitely want to work for your organization. e. I can speak English very well.
141
I’d love/really like to get this job; I really want this job. I really/definitely want to work for your organization. e. I can speak English very well.
D
Set for pairwork. Make sure students understand that now they must look at the advertisement from HSH – High Street Hospital on page 145.
1. Monitor, but do not assist at this stage.
2. Set for individual work. Remind students of Arif’s reply – it is not one sentence, but a short paragraph. Monitor and assist.
3. Remind students about practising sentences.
Possible answers 1.
personality – outgoing, friendly experience – of A & E work skills – communication, English + one other language 2.–3. Students’ own answers.
E
1. Put students into pairs for the role play. Monitor and make a note of general points/problems.
2. Give students time to evaluate their performance. Get a few of the students to give their answers in front of the whole class. Feed back on the general points.
Answers Students’ own answers.
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