Network New Basic

Langenscheidt
Teachers Book
English Network Basic Conversation - new edition
Teachers Book
Teachers Book
Michele Charlton
English Network Basic Conversation Teachers Book
Lehrwerkskomponenten: Kursbuch Audio-CD Audio-Kassette Lehrerhandreichungen Activity Pack 2 50 468 57 766 57 767 50 469 50 421
Autorin: Michele Charlton Autorinnen des Kursbuchs: Michele Charlton Carolyn Kilday Wittmann Verlagsredaktion: Claudia Schwarz
Cover photographs: artur/Florian Monheim Zefa Zentrale Farbbildagentur GmbH
2004 Langenscheid, Berlin und Mnchen Das Werk und seine Komponenten sind urheberrechtlich geschtzt. Jede Verwertung in anderen als den gesetzlich zugelassenen Fllen bedarf deshalb der vorherigen schriftlichen Einwilligung des Verlags.
ISBN: 978-3-526-57959-5
Contents
PART 1 Introduction to English Network Basic Conversation . . . . . . The aims of the course . . . . . . . . . . . . . . . . . . . Components of the course. . . . . . . . . . . . . . . . Further optional materials . . . . . . . . . . . . . . . . Course schedules . . . . . . . . . . . . . . . . . . . . . . . Englisch Network Basic Conversation course design . . . . . . . . . . . . . . . . . . . . . . . . . . Teachers Book . . . . . . . . . . . . . . . . . . . . . . . . . The unit-by-unit commentary . . . . . . . . . . . . . PART 2 Teaching a unit in English Network Basic Conversation . . . . . . . Timing and flexibility . . . . . . . . . . . . . . . . . . . . Pairwork and group work. . . . . . . . . . . . . . . . . Getting your students into pairs and groups Correcting errors . . . . . . . . . . . . . . . . . . . . . . . . Role of the teacher . . . . . . . . . . . . . . . . . . . . . . Speaking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Listening comprehension. . . . . . . . . . . . . . . . . Conversation stategies . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Language and culture . . . . . . . . . . . . . . . . . . . . Pronunciation. . . . . . . . . . . . . . . . . . . . . . . . . . . Role of grammar . . . . . . . . . . . . . . . . . . . . . . . . Using the Extra . . . . . . . . . . . . . . . . . . . . . . . . . 4 4 4 4 4 4 5 5 PART 3 Lesson notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . Getting started . . . . . . . . . . . . . . . . . . . . . . . . . . Unit 1: Everyday life. . . . . . . . . . . . . . . . . . . . . . Unit 2: People around us. . . . . . . . . . . . . . . . . . Unit 3: Getting around . . . . . . . . . . . . . . . . . . . . Unit 4: Travel. . . . . . . . . . . . . . . . . . . . . . . . . . . . Unit 5: Looking after yourself . . . . . . . . . . . . . . Unit 6: Free time . . . . . . . . . . . . . . . . . . . . . . . . . 11 11 14 16 18 20 22 24
Extra 1: Wales . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Unit 7: Places to live. . . . . . . . . . . . . . . . . . . . . . Unit 8: Living with gadgets . . . . . . . . . . . . . . . . Unit 9: Money matters . . . . . . . . . . . . . . . . . . . . Unit 10: Fears and challenges. . . . . . . . . . . . . . Unit 11: Milestones . . . . . . . . . . . . . . . . . . . . . . Unit 12: Learning for life . . . . . . . . . . . . . . . . . . 28 30 32 34 36 38
6 6 6 7 7 7 8 8 9 9 9 9 9 10
Extra 2: Eastern Canada . . . . . . . . . . . . . . . . . . 40 Resource bank . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Tapescripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Langenscheidt KG, Berlin und Mnchen
Introduction to English Network Basic Conversation

The aims of the course
English Network Basic Conversation is a pre-intermediate course, which aims to give students the opportunity, skills and confidence that they need to take part in a conversation in English in an everyday context.
In order to achieve these aims, the course book includes the following:
Further optional materials

The main focus of English Network Basic Conversation is on understanding and taking part in oral communication. Grammar is not a priority, but if you want to do some grammar work with your students, the English Network Activity Pack 2 (50421-0) provides photocopiable classroom activities that can be used to practise grammar. Your students would also benefit from having a dictionary. Langenscheidts Taschenwrterbuch Englisch (3-468-11131-2P) is a suitable bilingual dictionary for learners at this level.
Focus on themes that are relevant to students everyday lives, e.g. People around us, Looking after yourself, Places to live, Learning for life, which encourage students to draw on their own experiences and knowledge. Training in the oral skills of listening comprehension and speaking. The speaking activities are interesting and motivating and give rise to enjoyable, active and interactive lessons. Training of conversation strategies, which allow students to initiate and maintain a conversation, e.g. starting a conversation, showing interest, giving opinions, interrupting. A topic vocabulary, which orders words and phrases according to theme. Students are reminded of expressions they have already learnt as well as being provided with new words and phrases. Information about the customs and life-styles of various countries where English is spoken. Short grammar summaries with example sentences to remind students of some useful grammatical structures.
Course schedules
The material in English Network Basic Conversation has been designed for flexible use in courses with a minimum of 26 and a maximum of 30 class-hours in length (a class-hour being 45 minutes). A 30-hour course would also have time for the two optional Extras, in addition to the Getting started lesson and the twelve main units. There are numerous optional extra activities provided in the unit-by-unit commentary and in the resource bank in the Teachers Book, so English Network Basic Conversation can easily be adapted or extended for use in other or longer course schedules.
English Network Basic Conversation course design

The Main Units There are 12 main units in English Network Basic Conversation. Each unit has been designed for one ninety-minute lesson and comprises four pages: three pages intended for classroom use and a one-page Selfstudy section. Each unit focuses on a general theme (travel, free time, fears and challenges, money and shopping, etc.), which is treated in a variety of unusual and interesting ways. Students will be able to use language that they have learnt in previous courses to talk about a theme from a new angle. There is a progression within each unit and throughout the book. The theme is treated in more depth towards the end of each unit after students have been provided with the linguistic tools to cope and the later units are slightly more demanding. Strategies that students have learnt earlier in the book are recycled in the later units. Each unit has recurring features to make the book more transparent but the order of the features varies and there is a wide range of task type so that students are offered something new and exciting in every unit. Each unit includes some or all of the following:
Components of the course

English Network Basic Conversation consists of the following components:
The course book Best.-Nr. 50 468 As with all the books in the Network series, English Network Basic Conversation contains not only the complete classroom material, but also a built-in Selfstudy section. The Teacher's Book Best.-Nr. 50 469 This book contains a comprehensive introduction and a unit-by-unit commentary. The Teacher's Book also includes the tapescripts to the recorded material on the Audio-CD / cassette which are not printed at the back of the course bock. Audio-CD Audio-cassette Best.-Nr. 57 766 Best.-Nr. 57 767
There is one CD / cassette that accompanies English Network Basic Conversation and it contains all the listening material that is included in the course. Each of the recordings is marked in the course book with a ... and the number of the CD track. listening symbol 4
input in the form of photos, a short text, a dialogue, a questionnaire, etc. to arouse interest in the topic and give students ideas;
Introduction
a variety of speaking activities, where the emphasis is on fluency rather than accuracy; a listening comprehension activity; a What to say activity to introduce and give controlled practise in using conversation strategies; a vocabulary activity; a reminder of a grammar structure with a very short explanation and one or two example sentences.
tion, and a listing of the unit and activity where it first appeared (pp. 94 103).
Teachers Book
The Teachers Book contains the following: this introduction, which includes some useful advice on how to teach a unit; a unit-by-unit commentary, giving ideas on how to use the material, some background information, keys and optional activities; a resource bank which provides you with additional speaking activities; the tapescripts of those recordings which are not printed at the back of the course book.
Selfstudy The fourth page of each unit has a blue background to signal that it is to be done at home. This page contains the following:
a Tip which gives some further common expressions students can use in everyday conversation and some advice on how to sound friendly and polite; three or four self-correctable exercises: an exercise to practise conversation strategies, a pronunciation exercise and one or two exercises to revise the vocabulary that was introduced in the preceding unit.
The unit-by-unit commentary

The unit-by-unit commentaries are divided up into three main sections. Contents This section gives you an overview of what is in the unit: the topics, the content of the listening, the conversation strategies and the vocabulary areas covered. Tips and info This is the longest section. In addition to tips on how to deal with the activities, it also includes the following: Focus on conversation a section giving useful language and pronunciation tips which will help to make your students sound more natural when they are taking part in a conversation in English; Preparation suggestions of things that can be brought to the lesson or things that could be done or thought about before the lesson. These are optional so that the preparation is not absolutely essential; Options optional activities that can be done during the lesson for extra practice;
Getting started At the beginning of the book there is a three-page unit called Getting started. This lesson includes speaking and listening activities specifically designed so that students work together and get to know each other better. Extras Following Units 6 and 12 there are two Extras with four pages of optional listening, speaking and reading activities. They deal with an English-speaking region (Wales, eastern Canada) rather than with a theme. The Appendix This part of the book contains the following sections:
Topic vocabulary 12 pages of useful words and phrases, one page for each of the twelve main units / themes. The words are listed in subsections for easy reference. There are example sentences, explanations and German translations for the words and phrases that are more difficult to use correctly. There is also a Language & culture section on each of the twelve pages with short texts in English providing further information on an aspect of each of the twelve topics (pp. 66 77); Key for Selfstudy, Grammar check and Extra 1 and 2 (pp. 78 80); Tapescript for most of the longer recordings in the book (pp. 81 87); Grammar check a section with explanations and exercises on the grammar structures mentioned in the twelve main units (pp. 88 93); A guide to the International Phonetic Alphabet (p. 94); Dictionary the words from English Network Basic Conversation that did not appear in the active vocabulary of Network 1, 2 or 3. Each word is followed by the phonetic transcription and a German transla-
Information useful or interesting background information; Board words, phrases and sentences that can be written on the board or on an OHP transparency; Language & culture suggestions on how to incorporate the Language & culture text into the lesson; the track number on the CD and the length of the recording; - the answers to activites, where appropriate, printed in bold print so that you can see them easily amongst the other text.
If time permits This lists two suggestions for further activities that can be done at the end of the lesson if there is still time: a communicative grammar activity from English Network Activity Pack 2 and a theme-related speaking activity in the resource bank. 5
Teaching a unit in English Network Basic Conversation

Here are a few general comments, which will be helpful in the classroom. These student-centred practice forms have a number of important advantages, especially in the conversation classroom:
Timing and flexibility

In real life, conversation is open-ended and has the potential to develop in any way and for varying periods of time. This is also the case in the conversation classroom, so it is impossible to foresee how long each of the speaking activities will take. Depending on the level and interests of your class, you may find that you dont have time in a ninety-minute lesson to do the whole of one unit. It is important to remain flexible. Here are some tips to bear in mind:
You can quickly establish a friendly, co-operative atmosphere in the classroom, since the students have ample opportunities to get to know and help each other. It is quite difficult to get an authentic conversation going where people listen and react to what the others are saying in a class of ten or twelve. This is much easier to achieve in a pair or small group. Each student gets much more speaking practice than would be possible in a whole-class, teacher-centred situation. Shy students are more willing to try out new words and structures when fewer people are listening. Having to speak in front of the class can be very stressful. You, the teacher, can get around and give individual attention to those students and groups who most need it. You will get a clearer picture of the kind of errors that students make (see the section on Correcting errors).
Dont impose any rigorous time limits unless you have to. If a conversation has taken off and everyone has a lot to say, let students carry on. Dont continue if interest is beginning to wane. Stop the activity, have a short feedback session, if appropriate, and go on to the next activity. Dont feel that you have to do every activity from every unit. If you feel, for whatever reason, that a speaking activity wont appeal to your particular group of students, then leave it out. Change the order of the activities and the order of the units if you wish. But remember that there is a progression in each unit and throughout the book. The final activity of each unit tends to be more demanding and the later units are a little more challenging. If you find that your students are very motivated by a particular theme and have a lot to say, feel free to spend more than one lesson on one unit. This will give you the opportunity to do the options and the additional speaking activity in the resource bank in this Teachers Book and / or to bring along an activity or two of your own. Many of the units are designed so that this is possible. In Unit 4 (Travel), for example, one lesson could focus on students own travel experiences (activities 1 3) and another could focus on different countries and cultures (activities 4 5).
To get the most out of pairwork and group activities, you may like to consider the following tips:
Give clear instructions beforehand. As soon as students have started, make a quick trip around the room and listen in briefly on each pair or group, to make sure that they have understood the instructions and are doing the right thing. If they aren't, explain it to them in a low voice, but don't interrupt all the groups just because one or two have misunderstood something. Change partners regularly so that the students all get to know each other, and every student gets a chance to work with a variety of partners. If they always work with the same partner, they are much more likely to get bored, and to learn each other's mistakes. If students lapse into German or some other language, remind them in a friendly way to speak English. A brief feedback phase with the whole class is often useful. Students have the chance to share ideas with each other, while you can show your interest in what they have to say.
Pairwork and group work

Many of the activities in English Network Basic Conversation are designed to be done in pairs or small groups, or in the form of walkaround activities, in which students stand up, walk around the classroom and talk to a number of other students, one after another. 6
Introduction
Getting your students into pairs and groups

Here are a few ways of getting students into new pairs or groups. Some require preparation of word or sentence cards, which can be reused at a later date or with other classes. Most of the suggestions can be adapted to fit in with the theme you are doing:
Note down all types of error, not just those to do with grammar. You might like to have a grid with different headings (e.g. grammar, conversation strategies, sounds, stress and intonation, appropriate word or phrase) or a checklist to help with this task. Try and build one or two short periods of time into every lesson for feedback on performance. Keep the session brisk and efficient. Concentrate on one or two areas youd like to correct in each feedback session so as to avoid swamping and demoralising your students. Focus on a few things of general interest to everyone and deal with very individual problems separately (you can point out the error to the student after the lesson or give him / her a small card with the correct form, word, etc.). Error correction can be done in a number of ways. Here are a few suggestions: write on the board or say a list of incorrect utterances and ask students to correct them, ask students to work out the correct pronunciation or stress of the words on the board, write up a list of sentences on the board which occurred during the conversation and ask students to decide whether they are correct or not, write up a list of words or expressions used during group work and ask students if they can find appropriate alternatives. Be constructive and make concrete suggestions for improvement, e.g. which sounds they should practise, which exercises they can do at home, what phrases they should try and use in the next conversation they have. If you want to do some remedial work on a particular structure or function in a later lesson, make sure your students know this so that they dont feel that you are ignoring the language errors they make. Give positive feedback, too. If your students have used the conversation strategies well or have been particularly fluent, tell them. Often students will not realise just how much more confident and fluent they are becoming and will welcome your feedback.
Ask students to find someone they dont know very well or have never worked with before. Give each student a number and then announce number groupings, e.g. numbers 1, 5 and 10 should work together, etc. Cut up different-coloured slips of paper into two or more pieces and distribute them randomly. Students form pairs or groups with others who have the same colour. Students should stand up, mingle and form themselves into a line, finding their correct position according to one of the following: first letter of first name or town where they were born, the time they got up this morning (earliest to latest), the number of times theyve used their car this week (most to least), etc. Once the line has been formed, divide off the students into pairs or groups. Write a language item on two small cards half on one card, and half on the other (e.g. credit / card). Distribute the cards randomly. Students should mingle and try and find their matching partner. There are numerous possibilities, e.g. collocation (lose / weight, junk / food), phrasal verbs (look up / a word in the dictionary), opposites (cheap / expensive), US v British English (store / shop), conversation strategies (Can you speak / more slowly, please?) and if you want to form groups, you can use lexical sets (florists / bakers / butchers). Instruct students to find one or more people according to certain criteria, e.g. find someone who has got the same number of brothers and sisters as you have, has been to the same country on holiday as you have, likes the same music as you do, etc.
Correcting errors
In a conversation course it is often very difficult for students to gauge how much they have improved. Well-thought out error correction can help to give students a sense of progress. If you are new to teaching, here are a few helpful tips:
Role of the teacher

The conversation classroom is often less teachercentred than during a general English course. After a very brief explanation / demonstration phase, most of the speaking activities will run themselves as soon as they get underway and it is best to remain in the background to help, prompt with ideas, observe and note down common mistakes for revision. Of course you can sometimes join in the activities yourself and let the class know something about you. The students are then more likely to accept you as a person and not just as a teacher. 7
Explain to students that you wont interrupt them while they talk (unless you notice them repeatedly making the same mistake or if conversation breaks down), but that youll note down any mistakes they make and deal with them later in the lesson. Too much correction during the activity will limit the practice students get at speaking freely and inhibit spontaneity.
Speaking
The speaking activities in this book are designed to promote conversational competence. Students are encouraged to exchange information and opinions and share personal experiences so that a conversation takes place where two or more people are involved either as speakers or listeners. Although many students want to speak, they may find this difficult in the classroom for a number of reasons. They may, for example, feel inhibited, think they have nothing to say about the subject or feel they dont have the words. This book offsets this
It is important that students feel they have completed an activity and been linguistically productive in the process, so have a short feedback session (see suggestions in the course book and in this Teachers Book). Students might report back briefly on something interesting that came up in their conversation, they could say whether they enjoyed the task or not, they could report back on a new word or phrase they learnt, or you could do a brief error correction session. Make the most of the material in the book. Wherever appropriate, relate activities to events that are happening in the world or in your area. You could bring in an article / story about someones exploits, e.g. someone who has sailed round the world single-handedly, in Unit 2 (People around us) and in Unit 8 (Living with gadgets), perhaps you could mention a type of computer or electronic device that has just come onto the market. Remain alert during pair and group work. If a student mentions an experience, etc. that is particularly interesting, encourage him / her to tell the whole class. You never know, this could lead on to further discussion. There is a lot of visual stimulus in the course book, but space, of course, is limited. If possible, bring along other pictures and photos to arouse students interest in the subject and to motivate them to say something. Build up your own picture bank by collecting magazine pictures and categorising them into topics. Take any and every opportunity to stimulate conversation. Sometimes real communicative situations develop spontaneously, e.g. exchanging comments on last nights TV programme or an item on the news or someones new haircut. Be ready to exploit these opportunities by asking further questions or encouraging others to comment.
by choosing themes that are within every learners range of experience so that all students are able to participate without the need of specialised knowledge, or the ability to take on an imagined role; by allowing the students to determine what they want to say so that they can avoid revealing things which they find threatening or embarrassing; by getting students to talk about things they may have talked about before and so revising and regenerating language they have learnt on previous courses, but at the same time treating the themes from an unusual or interesting angle so that the topics still comes over as new and different; by arousing students curiosity and triggering off ideas and personal memories by means of various input: photos, dialogue, short texts, questionnaires, sounds, quizzes, etc. by providing a variety of speaking tasks, some more guided, some freer e.g. true / false questions, ranking order activities, making choices, etc. by giving students time to think about and prepare for the more demanding activities, e.g. by filling in a questionnaire or table, by thinking about and looking up words they might need, etc. by giving students the linguistic resources to carry out the task, via vocabulary brainstorming activities, grammar reminders, controlled activities to practise conversation strategies and via useful expressions in the Topic vocabulary.
Listening comprehension
Listening comprehension is an important feature of each unit. The listenings and accompanying tasks are designed, not only to improve listening skills, but also to provide information and / or provoke discussion, to supply useful vocabulary items and to serve as a model for students subsequent conversations. The recordings mirror the fairly informal authentic conversations that you find in countries where English is spoken and students become acquainted with a variety of accents. Suggested procedures for the listening comprehension activities are in the unit-by-unit commentary, but make it clear that students dont need to understand every word of the recording to do the tasks successfully. On the contrary, an important aspect of the skill of listening comprehension is being able to concentrate on the information one needs. The tapescripts for most of the longer recordings are printed at the back
The course book and suggestions in this Teachers Book provide all that is necessary to make your course a success, but here are a few more tips you might find useful:
With weaker groups you may need to anticipate any vocabulary and grammar problems that are likely to arise in an activity and briefly revise these beforehand or write useful expressions on the board. Make sure that students know what is expected of them. Either read out the instruction or ask students to read it themselves and tell students how they will be working (individually, in pairs, etc.). If your students still have problems carrying out the activity, give a quick demonstration and / or example.
Introduction
of the course book so that students who buy the CD have the opportunity of checking any details they didnt understand during the lesson. The tapescripts for all the other recordings are printed at the back of this Teachers Book for your reference.
two bilingual dictionaries available so that students can look up words they dont know. An idea you might like to try out is to write some of the new vocabulary mentioned during the lesson on one side of the board and then, at the end of the lesson, ask students to choose three or four words or phrases they would like to write down and learn. There is a useful vocabulary activity on learning and using new words and phrases in the resource bank (activity 1) at the back of this Teachers Book that you should try and do near the beginning of your course.
Conversation strategies
In the Getting started lesson and in each of the twelve main units students are provided with words and phrases in the What to say activities that will help them take part in everyday conversation. They are always presented clearly in a blue box for easy reference and they are nearly always accompanied by a short dialogue so that students can hear how they are used. Students often lack the skills necessary for carrying out a successful conversation in English and these controlled activities draw students attention to useful expressions for showing interest, agreeing and disagreeing, etc. and other important elements such as using fillers, the correct intonation and voice range. It is a good idea to periodically refer students back to the What to say sections from previous units. The more students see and use these expressions in the classroom, the more natural their conversation will sound. You can also refer students to the Tip in the Selfstudy section of each unit, which gives further useful phrases and helpful advice on how to sound friendly and polite. The first exercise of each Selfstudy gives further written practice in using conversation strategies correctly so encourage students to do it at home.
Language and culture

The Language and culture notes, which can be found on each of the twelve Topic vocabulary pages, provide additional or background information about topics that come up in the units. Students can read these texts at home but they can also be exploited for discussion purposes if you have time in the lesson. Suggestions on how to do this are in the unit-by-unit commentary of this Teachers Book. References to Language and culture are made at appropriate places throughout the course book, by means of L&C and a page number.
Pronunciation
Although it is not necessary to sound like a native speaker to communicate effectively in English, the correct use of sounds, stress, and intonation will make your students sound more natural. It is a good idea to identify and practise sounds, rhythm, stress and intonation as and when appropriate. Short tasks used little and often are more effective than longer but infrequent tasks. There are some tips and suggestions about the pronunciation problems that your students might be having in the Focus on conversation box at the start of each unit in this Teachers Book. In addition, each Selfstudy has a pronunciation exercise, which you might like to do with the whole class during the lesson. Alternatively, students can do it on their own at home.
Vocabulary
This is often one of the main stumbling blocks. Students have things to say and want to say them but just dont have or cant remember the necessary words and phrases. This has been taken into account in English N etwork Basic Conversation. There are twelve pages of Topic vocabulary, one for each of the twelve main units and students are referred to them at the appropriate places. Encourage students to highlight those items that they feel are important and to ask each other the meaning of unknown words. Other useful vocabulary items will appear in a text or listening or be part of an activity and sometimes words and phrases students have previously learnt will be recycled in brainstorming activities. Nevertheless, whatever the students say is finally up to them so they will make their own personal choices about the words they want to use and to learn. Be available to provide the words they need and encourage them to add their own personal vocabulary to the Topic vocabulary pages. Try and have one or
Role of grammar
As this is a conversation course, grammar is not a priority but in each unit there is a brief reminder of a tense or other grammatical structure that might come in useful during the speaking activites. There is also an arrow and a reference to the Grammar check section at the back of the course book. There the grammar point is explained in more detail, and there are exercises that students can do at home if they wish. Explanations and instructions are in German so that students can manage without your help. 9
Of course your students will make grammatical mistakes but if this doesnt result in communication breakdown, there is no need to worry. Briefly point out common grammar mistakes to the whole class (see section on Correcting errors) in one of your feedback sessions and if you notice students having difficulties during an activity, just write one or two examples of the problematical structure on the board for students reference. If you notice that some remedial grammar work is necessary, find a ten or fifteen minute slot later in your course and do one or two grammar activities with your class. English Network Activity Pack 2, for example, has some enjoyable grammar practice activities.
Using the Extra

If you have a longer course or want to do something a little different in your course, then the two Extras offer some additional stimulating material on an Englishspeaking region (Wales and eastern Canada) rather than on a theme. Although they are designed for classroom use and incorporate group speaking activities, some of the sections can be done at home if there is no time during the course. Students can do the quiz (there is a key at the back of the book), listen to the recordings, if they have bought the CD, and read the texts.
10
Getting started
Getting started
Aim Students will be happy to speak (and make mistakes!) if they feel at ease with the other people in the class, and this first lesson gives them the opportunity to get to know each other in a relaxed atmosphere. The suggestions below will help you through the first lesson, even if your students arrive without the book. If your students already know each other quite well, you might want to leave out activity 3.
Contents Theme
Conversation strategies Tips and info Focus on conversation
Students talk about their own and other peoples names and find out a few things about people in the course: their likes, dislikes and interests. Students also tell each other why they are doing a conversation course, what problems they have when speaking English and how they could improve their speaking skills. Introducing someone else; Useful classroom phrases.
Asking questions: Students will be asking a lot of questions in this first lesson. You might want to point out the use of the indirect question for more personal questions, e.g. Id like to ask if you have any children. I just wanted to ask what job you do. Contracted forms: Make sure that students use contracted forms (Ive, wed, shes) as much as possible. Read Teaching a unit in English Network Basic Conversation on p. 6 in this Teachers Book, which gives some useful tips on the following: timing and flexibility pair and group work error correction how to deal with speaking, listening, vocabulary, pronunciation, etc. (1 Names) Write the seven sentences from the first activity on the board or OHP transparency, in case students dont have the book. Arrange the desks in a horseshoe or circle, if possible, so that everyone can see each other. It also creates some space in the centre of the room in case you want your students to get up, walk around and speak to different people. Talk individually to your students in English as they arrive. Introduce yourself, ask them their names and maybe another simple question. Walkaround activity Tell students that the first activity is about names. Introduce yourself and get students to ask you a few questions about your name, before doing the walkaround activity. If your students feel self-conscious about this type of activity, let them first talk to the person sitting next to them for a minute or two. Then call out change partners, please. Continue doing this until students start changing partners of their own accord. Join in the activity, encouraging everyone to take part and helping with unknown vocabulary. No books: Write the seven sentences on the board before the lesson and explain / demonstrate what students have to do. Students can refer to the board while they are carrying out the activity and make notes in their notebooks. If about half of the students have books, let pairs of students walk around asking questions (one book per pair). Give or elicit some information about the names in the photo. Ask some questions: Do you know anyone with an unusual name or nickname? Do you have a popular name? a foreign name? Does your name have a special meaning? How did you choose your childrens names? 11
Preparation
Before you start
Warm-up
1 Names
Option
English Network Basic conversation Teachers Book
Information
Adriana Garcia Lopez: A Spanish name. Spanish people have two family names, the first comes from the father and the second from the mother. If Juan Garcia Marcos marries Maria Lopez Callas, they could have a child called Adriana Garcia Lopez. Nick Fairclough: Nick is short for Nicholas. Fairclough is pronounced /'fe@klf/. Emma-Jade Taylor: Double first names with or without a hyphen are quite popular in many cultures. Jack Smith: Smith is the most common family name in England, Scotland and the USA. Jack was the most popular English boys name in 2003. Fiona McDonald. A Scottish name. Mc or Mac means son of. Rory OSullivan: An Irish name. OSullivan is the third most common Irish surname. O means descendant of. Lisa Death: Death pronounced /deI'{T/ is an old Huguenot name. Wang Li: Chinese people have their family names first and their first names second. Li is used for both males and females and means strength or beautiful.
Pairwork and whole class Students do the task in pairs and then compare answers in class: Can I introduce you to (most formal phrase); 1 Hi. 2 Hello. 3 Nice to meet you. 4 Pleased to meet you. In a larger class, you wont want everyone chanting Hello or Nice to meet you to the introductions, so ask students to choose someone specific to speak to, e.g. Petra, this is Felix. In this case, only Petra will react with a Hi or Hello. Make sure that everyone has been introduced. Make the introductions yourself, if necessary. No books: Elicit ways of introducing other people and write them on the board. Add one or two more expressions, if necessary. Repeat the process for reacting to introductions. Group work First write some words about yourself on the board and invite students to ask you questions. Write a few different question types on the board to serve as a model. In activities 3 and 4 you might want to circulate while students are talking in groups, make a note of some of the more common mistakes you hear and do a quick feedback session later in the lesson. In a large class, ask two groups to join together to do the final phase of the activity. Pair or group work Students should walk around the class asking each other what they are interested in. Make it clear that they can form groups of two, three or four. No books: Say the words and phrases in the box aloud. Students should write down those things they are interested in into their notebooks. If you have been noting down students errors, this would be a good time to do a five-minute feedback session (see Correcting errors on p. 7 of this Teachers Book). Walkaround activity Remind students of a few useful structures before they begin. Im doing this course because so that in order to
2 What to say: Introducing someone else
3 Getting to know each other
4 What are you interested in?
Option
5a Why are you doing a conversation course? Board
5b Speaking a foreign language
2 315
Whole class and group work The section on Listening comprehension on p. 8 of this Teachers Book gives some useful information about the listenings in this course book. Start off the activity by telling students about some of the difficulties youve encountered when learning / speaking a foreign language. Then ask students: What sort of problems do you think people might have when learning / speaking German? First listening: Play the first part to Klaus is doing one of the English courses. Ask students how Emma introduces Fiona and how Klaus reacts (Do you know Fiona? Nice to meet you). Play the rest of the recording. You might want to stop the dialogue at intervals to give students time to write down the problems. Students then compare answers in class before discussing their own problems in groups: Saying the sounds correctly, using the correct intonation, understanding what people say, remembering all the words theyve learnt.
12
Getting started
Second listening: Students compare answers in class: Klaus mentions listening to the radio, CNN and the school CDs. Fiona writes down new words she hears in a notebook. In the following group discussion, one person in each group should act as secretary. He / she should write down and report back on the groups ideas. Ask students to listen to the ways of helping them to improve their English and write down at least two that theyd like to try out over the next few weeks. Pairwork Get students to do the task in pairs and then compare answers in class: 2, 6, 4, 3, 1, 5. Encourage students to use the phrases in subsequent activities. No books: Write down the phrases on the left-hand side of the box on the board and ask students to copy them into their notebooks leaving a line between each one. Dictate the phrases on the right-hand side one at a time. Students write each one under the phrase with the similar meaning. Talk about a topic for a few minutes (your family, your job, some of the things youd like to do during the course). Try to speak naturally and dont worry too much about the level of language youre using. Stop at intervals and invite students to ask about things they didnt understand using some of the phrases from the box. Whole class During the writing phase go round and give some individual help with question formation. Whole class As students are packing up and leaving, use some of the phrases in activity 8. Encourage students to say goodbye to each other in English.
6 What to say: Useful classroom phrases
Option
7 A last question
8 Bye bye
Tour of the book It is important that students know where they can find everything in their course book so you should show them all the sections in the book before you start with Unit 1. You will need at least one book for each pair or for each group of three in order to do the tour of the book suggested below. If very few students have books, or if you are short of time, you might prefer to dictate the features (from the board) below and assign this task for homework. Choose any unit and tell students what it includes (speaking activities, a listening, a What to say section and a Selfstudy with Tip). Write the following on the board: Grammar check Selfstudy (Unit 1) Extra 1 Dictionary Topic vocabulary Key Tapescript
Board
In pairs, students should find the sections listed on the board and write down the corresponding page numbers. Compare answers in class: Grammar check (p. 88), Selfstudy (Unit 1) (p. 13), Extra 1 (p. 34), Dictionary (p. 94), Topic vocabulary (p. 66), Key (p. 78), Tapescripts (p. 81). Ask students: Can you explain when you would use the different sections? Which sections do you think you will find the most useful? Resource bank: Activity 1: Todays new words (p. 42).
If time permits
13
Unit 1
Contents Theme
Everyday life
In Unit 1 students speak about their everyday habits, their daily routines and what is happening in their lives at the moment. They also talk about events that upset or change their daily routine. People meet and chat about things that are happening to them at the moment. Starting a conversation; Ending a conversation and saying goodbye. Everyday activities; Time phrases, How do you feel?; Exceptional events.
Listening Conversation strategies Vocabulary Tips and info Focus on conversation
Intonation & voice range: German speakers have a narrower voice range than English speakers. Their intonation should start high if they wish to sound interested or enthusiastic, e.g. Oh no! Bye. a bit: You might want to point out that a bit (= a little) is very common in everyday conversation. It is also used to mean very or quite a lot, when you do not want to emphasize it too much: Im a bit tired. Hes a bit noisy. There are some examples in the listening of activity 4a.
1 Everyday habits Option
Groupwork Here is a suggestion if youd prefer to start the lesson with a whole-class activity. Ask students to tell the class something they did yesterday that they usually do every day and something they did that was a bit unusual, e.g. I caught the number 26 bus at 8 oclock as usual. Yesterday I phoned my sister in Australia. The website will give students a few ideas for the following speaking activity. Allow students one or two minutes to read the text silently. Students should be able to work out the meaning of unknown words from context, but clear up any problems if students ask. Ask students if they were surprised by anything they read. If some groups finish the speaking activity quickly, write some more questions on the board for them to discuss: Do you eat between meals? sleep with the windows open? take an afternoon nap? buy your Christmas presents early?
Board
2 Topic vocabulary: Everyday life
Individual and pairwork The section on Vocabulary on p. 9 of this Teachers Book gives some useful tips on how to use the Topic vocabulary in class. Give students about five minutes to do the task and then ask them to compare their answers in pairs. Pairwork Listening: Press the pause button after each sound so that students have some thinking time. Tell them to write down the answer in German if they dont know the word(s) in English. Compare answers in class. There may be some disagreement over certain sounds. It sounds like It could be a I think its a ...
3 Everyday sounds 3 134
Board
Option
dog barking, baby crying, heavy traffic, the news, lawn mower, computer, vacuum cleaner, children playing, church bells, phone ringing. In the speaking activity, point out that students can talk about anytime they hear the sounds on the recording. Perhaps they have a neighbour who has a dog, or they live near a school and can hear children playing during break. Elicit other sounds from the class that students hear most days and where / when they hear them, e.g. tractor, dish washer, loud music, pneumatic drill.
14
Lesson notes Unit 1
4a What to say: Starting a conversation 4 217
Information
Language & culture Option
Whole class First listening: Briefly discuss students own replies in class before playing the recording. Fine thanks. And you, Tom? / Oh, could be better. / Its great to see you again. Second listening: Make it clear that students only need to note down one or two things per dialogue. Read out the five expressions for students to repeat. Encourage students to use a wide voice range so that their English sounds more natural. Then see if students can recall the phrases in the dialogues which preceded these expressions. Play the recording again, if necessary. Elicit some reactions for the last three sentences. Point out that different reactions are possible. I passed my driving test last week. (Congratulations! Thats good news.). My girlfriend is going into hospital next week. (Im sorry to hear that. / Oh no!). Im flying to Madrid on Saturday. (Lucky you.). Greetings: In Britain and the USA people usually only shake hands in more formal situations, e.g. the first time you meet someone, or in a business context, and you never shake hands with children. With friends and acquaintances, kissing on the cheek is increasingly popular. First names are generally used and people will encourage you to call you by their first name Call me (Mike). See the section on Language & culture on p. 9 in this Teachers Book. If you have time, get students to read the text on Talking to strangers on p. 66 during the lesson. Briefly discuss the differences between Britain and students own countries. Elicit how they might react to the phrase Lovely day, isnt it? (Yes, wonderful). Pairwork Listening: Stop the tape after each part to give students time to complete the sentences. Check answers by asking students to read out the dialogues in pairs: 1 must rush, hello to, ll see you, 2 Ive got to go, get back to, 3 nice talking, can get together, me a ring. While students are practising, circulate and encourage them to exaggerate their intonation. Say some of the phrases for individual students to repeat if theyre having problems. Walkaround activity If students start asking questions about which tense to use, write some example sentences on the board to help with the walkaround activity. At the moment My son is doing his exams. Near future Im going to spend / spending the weekend with friends. recent past Ive just finished painting the kitchen.
4b What to say: Ending a conversation and saying 5 048 goodbye
5 Everyday conversation
Board
During the walkaround, give students about two minutes with each partner before asking them to find someone new to talk to. Group work In the brainstorming session, write the words and phrases that people say on the board. If students only know the words in German, give a translation and write the English word or phrase on the board. Refer students to the Exceptional events section of the Topic vocabulary if they need more ideas for events that upset their routines. Tell students something about your life, e.g. When my son went to university, I started getting up later because I didnt have to take him to school anymore. I now spend a lot less time tidying up, cleaning and cooking, etc. Students may want to avoid talking about more painful events, e.g. a divorce, a recent death, a serious illness. Make it clear to students that they must choose themselves what they want to talk about.
6 Out of the ordinary
If time permits
Resource bank: Activity 2: Its a hard life! (p. 42).

Activity pack 2: Activity 30 (Making arrangements) practises the present progressive with future meaning and making spoken invitations.
15
Unit 2
Contents Theme
People around us
In Unit 2 students speak about important people in their life: how they met them, what they do with them, how much time they spend with them, etc. Students also talk about unusual or interesting people they know or have heard about and how they would feel if they did something out of the ordinary. A radio programme: A British jazz singer talks about people who are important to her. Correcting yourself; Showing you have understood. Relatives and other people; Time and place phrases; Describing people.
Taking an active part in the conversation: Point out to students that the listener should also take an active part in the conversation. He / she should show interest in what the others are saying by nodding, smiling or by saying Yes, Yeah, Really?, etc. Remind students to use a wide voice range, e.g. Really? The sounds th, j, v [D, T, Z, v]: These are problem sounds for some German speakers. If this is the case in your class, make a note of some of the words containing these sounds that students use. Towards the end of the lesson write some of the words on the board, say them aloud and ask students to repeat in chorus. This will make students more aware of the difficulty.
Preparation
(4 Interesting people) Think about some unusual people you know, e.g. mixed nationality couples, someone with an unusual job or free time activity, someone who does a lot for the community, or bring in some magazine pictures of interesting / unusual people.
Walkaround activity This is a fun activity to start off the lesson and will work better if it doesnt go on for too long. Stop the walkaround phase after about five minutes. In a large class, you might prefer to do the feedback phase in groups of four or five so that this phase doesnt take up too much time. Whole class The listening will prepare students for the speaking activity in activity 2b. It will help with ideas and vocabulary. First listening: Refer to the photo that shows Mike, the DJ, and Maria. Play the recording. In weaker groups, you could stop the recording after Maria has answered each of the four questions and elicit the meaning of or explain some of the new vocabulary items, e.g. single mother, on my own, curl up on the sofa, rely on in an emergency, I get on really well with her, work correspondence, keep in touch with, lend, trust. Tell students to write the list of people in a column so that they have space to make notes next to each person on their list. After the second listening, students compare answers in pairs and then in class: Band Maria spends a lot of time with them, they work together on melodies. Son spends a lot of time with him. They cook and watch TV together. He borrows her car. Neighbours she can rely on them in emergencies. Sister-in-law she gets on well with her. She comes and helps if Maria is ill or if she needs help. Mother she phones her regularly. Secretary looks after her work correspondence. School friends send mails, Christmas cards, etc. to each other. The final phase of the activity will give students the opportunity to learn some useful phrases that they can use in the following activity. Maria uses the following phrases: I do quite a lot with him (Simon). I get on really well with her (sister-inlaw). I keep in touch with (some of my old school friends). We dont see each other very often.
1 How did you meet?
2a People in our lives: A radio interview 8 411
16
Lesson notes Unit 2
2b I spend a lot of time with
Option
Pair or group work Students are well-prepared for this activity and so should have a lot to say. If you have a few loners in your class, encourage them to say why they prefer their own company. If students like this activity, ask them some follow-up questions that they can discuss in their groups: Would you have answered the questions in the same way five (or ten) years ago? Who were you in close contact with then? Who have you lost touch with? Ask students to discuss how they feel about the things mentioned in Entertaining at home on p. 67. They should say which things they like or dislike, which ones theyd like to introduce into their own country. Whole class Listening: This is fairly straightforward. Students should compare their answers in pairs before discussing them in class: Maria thinks Christoph says sick instead of thick. Maria speaks too quickly for Christoph. The ticked phrases are: Sorry, Ill start again. / Ill try and say that again. / Ive got it now. / Thats quite clear now. Refer students to the Useful classroom phrases on p. 9, which will also help if communication breaks down. If youd like to do some further practice of the phrases, ask students to write down three or four short sentences about themselves or about people they know. In pairs, student A says a sentence aloud, but in a such a way (too quickly, mumbled) that it is difficult to understand. Student B asks his / her partner to repeat. Student A corrects him / herself by using a phrase from the box. Then students change roles. Whole class Give an example of a misunderstanding yourself before inviting students to tell their stories. If students dont have many stories to share, just get them to talk about some of their experiences (good or bad) of speaking English. Group work Christopher Reeve, the former actor who played Superman, was paralysed from the neck down in a riding accident. Jenny Wood-Allen started running at the age of 71 and has completed more than 30 marathons. Prompt students with more ideas by showing some magazine pictures or describing an interesting person you know (see preparation). Encourage students to ask questions to find out more details. Circulate and help with unknown words while students are working individually on their wordlist. Write on the board those words you see that you think might be useful for the other members of the class. Group work Encourage students to talk about their own personal experiences, too. Perhaps they know someone who has started a new career later in life, or they have married someone older. Point out that in sentences like If I were her, I wouldnt marry a man ten years younger, students can also say If I was as was is quite common in spoken English. Give students who finish quickly one or two further situations to discuss, e.g. 1 You decide to change your appearance so that you become more noticeable. You would like to have a tattoo, colour your hair or have your nose pierced. 2 You have six children and are expecting your seventh. 3 You live alone. 4 You are a single parent. If short of time, groups should choose just one of the four situations to discuss.
3a What to say: Making yourself understood 9 125
Option
3b What about you?
4 Interesting people Information
5 Could you imagine?
If time permits
Resource bank: Activity 3: Famous people (p. 42). Activity pack 2: Activity 29 (Desert island) practises the second conditional.
17
Unit 3
Contents Theme
Getting around
In Unit 3 students speak about different types of transport: what they use, when and how often they use it and what they like and dislike. Students also talk about journeys theyll never forget. Lynne talks about a nightmare train journey. Agreeing and disagreeing: So am I. Neither do I. Oh, I didnt. But I would. Adding a comment. Ways of travelling; Vocabulary connected with road, rail, air and sea.
Bringing in other people: During group work it is important that everyone gets the chance to speak. You might want to teach your class the following phrases: What about you? What do you think? Do you agree? and point out that students can use them to include the quieter members of the group in the conversation. well: Point out that well is used very often at the beginning of a sentence to indicate that you want to say something: well, I just love driving or to give yourself time to think: well um I think its . It is difficult to translate into German, but means something like nun, also or na. There are a lot of examples of its use in the listening in activity 4.
Preparation
(4 A nightmare journey) Bring in a map of England / Great Britain. Think about the details of a bad or unusual journey youve had, e.g. plane strike, road accident, train delay, using public transport in another country.
Pairwork If youd prefer to start the lesson with a whole-class activity, give some statistics (from a 2003 motoring report carried out by the RAC equivalent to the ADAC in Germany) about Great Britain: There were two million cars on Britains roads in 1959 and now there are 25 million. 74% of households have at least one car (46% have one car, 22% have two cars and 6% have three or more). 72% of motorists who work commute by car. Then ask students if they have used their car today and why or why not. Give students time to fill in the questionnaire. Remind students to look at the Topic vocabulary on p. 68 before asking each other questions in pairs. Circulate and encourage students to give more detailed answers, e.g. Well, I generally come to the English classes by tram because its impossible to find a parking space near the school. Those pairs that finish quickly could make groups of four and tell each other some of the things they have found out about their partners. The class feedback phase should be fairly short. Get a few people to say something interesting about their partners and then go on to the next activity. Here are some questions you could ask about The school run on p. 68: How do your children go to school? How did you use to go to school? Is it different from the UK? Individual and whole class Refer students to the note under the box before they tick the boxes. Check answers in class: So am I. Neither would I. Oh, I dont. Oh, I can. If students dont understand the pattern, write a few sentences on the board as follows: I ve got a four-wheel drive. So have I. For further practice, say some sentences aloud and ask individual students to agree or disagree with you: I cant park very well. I love cycling. I dont like driving. Id like to own a Rolls Royce. I went on holiday by train last year. Ive never been on a yacht. I wouldnt like to go on a long-distance flight. I usually drive to work. Whole class and pairwork Listening: Press the pause button after each exchange to give students time to write down the mans replies. Check answers by asking students to read out the short exchanges in pairs: 1 Oh, I do. I always go to work by bus. 2 So would I. Ive always wanted one. 3 Neither have I. I think Ive been very lucky.
1 A transport survey Option
Language & culture Option 2a What to say: Agreeing and disagreeing
Board
2b What to say: Adding a 11 035 comment
18
Lesson notes Unit 3
Circulate and correct mistakes while students are writing their own responses. Check answers by saying the sentences yourself and getting individual students to reply. After the pairwork you might want to point out the differences between happy and lucky and trip and journey as German speakers often confuse them. Im happy = ich bin glcklich / froh whereas Im lucky = ich habe Glck. The following example shows the difference between trip and journey. Did you enjoy your trip to Berlin? Yes, it was great, but the journey back was terrible. A trip (= Reise) is used when you go somewhere and come back again. It is not made regularly. A journey (= Fahrt, Reise) is used when you go from one place to another. It can be long or short. Group work Before they start, make it clear that students should only write down words that are in some way connected to travelling. Students might associate some of the following words and phrases with the photo on the left: passengers, crowded, platform, underground, commuter, busy, stressful. During group work, all students should write down the words so that everyone has a list in his / her notebook. One person from each group should read out the groups list to the class. The other members of the class should add any new words and phrases they hear to their own list. Do the final phase of the activity with the whole class. Group work First choose one of the four categories and say something about it, e.g. I used to love travelling by plane. I really enjoyed watching the planes taking off and landing. But now I find it really boring. I cant stand all the waiting around, etc. Then write some more verbs that are followed by the gerund on the board so that students can use them in the speaking activity. I adore I love I quite like I dont mind I hate I detest
3a Vocabulary: Travelling
3b Likes and dislikes
Board
In the class feedback phase, call out a method of transport, e.g. train. Individual students say what people disliked about this method. Continue with plane and car if time permits. Pair or group work Add the following things to your list on the board if students dont mention them: bad weather, traffic jam, strike, missing your connection, an accident, losing your luggage. Before you play the recording, write the towns mentioned in the dialogue on the board (Bedford, Kettering, Nottingham) and if you have a map, show students where they are. First listening: Let students discuss their answers in pairs before comparing in class. You might want to play all or parts of the listening again if students missed a lot of the details: The train left 20 minutes late because they couldnt find a driver. There was a signals failure and the train stopped for four hours. The train terminated at Kettering because the line was closed for repairs. They continued the journey by bus. The journey took nine hours instead of three. Second listening: Brian uses a lot of different responses so tell students it doesnt matter if they dont manage to note down all of them. Students then compare in class and add those questions and responses they missed to their lists: What happened (then)? What was the problem? So what did you do? When did you get home? Tell me all about it. 8 oclock? Oh no! Thats terrible. Yeah. I can just imagine that. How awful! Thats unbelievable. If time permits, describe a journey of your own before students talk in pairs or small groups. While listening, students could note down words and phrases they hear that they might want to use to describe their bad or unusual journeys. Resource bank: Activity 4: Transport issues (p. 42). Activity pack 2: Template 43 (Boardgame) can be used to practise the past progressive. 19
4 A nightmare journey
12 315
If time permits
Unit 4
Contents Theme
Travel
In Unit 4 students speak about good and / or bad holidays theyve had. They also talk about different cultures and customs: how they feel about different customs and how tourists should behave abroad. Rob and Sarah describe some of the customs they encountered on holiday. Showing interest: Really? Sounds lovely. Thats terrible, etc. Types of holiday; Places to stay; Describing a holiday; Things to do on holiday.
Responding: Encourage students to use short responses to show interest in what the speaker is saying. Point out that short responses are used frequently in everyday conversation as they provide positive and negative feedback to the speaker and encourage him / her to say more. //: This is the most common weak sound in the English language and helps to give English its particular rhythm. Try and make students more aware of this sound by writing some of the things they say on the board, saying them aloud with the correct /@/ sound and rhythm and asking students to repeat in chorus, e.g. Id like to go to China. There was a lot of traffic in London. (The underlined vowels are pronounced with a /@/.) Whole class and pairwork The first question can be discussed either in class or in pairs. The brainstorming session should be fairly brief (about one or two minutes). Invite students to call out any words or phrases that they think of. Write all the suggestions randomly on the board. There are various things you can do with the words. 1) You could ask students to write down in their notebooks those words or phrases that they might need to talk about their own holiday experiences. 2) Dictate some categories to the students, e.g. things to do, places to stay, adjectives to describe your holiday, negative aspects about holidays. In groups, students sort the words on the board into the different categories. Before students start the speaking activity, remind them to use the past simple when giving more details about a particular holiday. Give one or two examples yourself of what they might say: Ive been on a sightseeing holiday to London. I went there for three days and we saw most of the famous sights. Students will have the opportunity to talk at length about a particular holiday in activity 3. The aim here is that they should just talk briefly about different types of holidays theyve been on in their lives. Stop this activity after about five or ten minutes. People in Britain rent chalets, villas and cottages for their holidays. A chalet is a small house or bungalow, often in a holiday village or camp. A villa is a house in another country and a cottage is a small house in the country. Circulate during pairwork and note down any responses you hear, e.g. Really? Lucky you. Oh, did you? So have I. Whole class and pairwork If you did the option in activity 1, start by telling students which responses you heard during the speaking activity. Let students look at the phrases in the box. Explain rather you than me (= I dont want to do what youre doing), e.g. I have to go to the dentist. Rather you than me. Then say a few of the phrases aloud for students to repeat, encouraging them to exaggerate the stress and intonation patterns. Students complete Bs responses individually. Check answers by reading out As part and getting individual students to reply. Listening: Ask students to write down the replies they hear. While students are practising, circulate and encourage them to exaggerate their intonation. Say some of the phrases for individual students to repeat if theyre having problems.
1 Holidays

Information
Option 2a What to say: Showing interest
15 025
20
Lesson notes Unit 4
16 021
Option
Listening: The dialogues are very short so ask students to write down what they hear. Then pairs of students should read them out to the class. Elicit other ways in which the men might have continued, e.g. It was really cold. Yes, well never go there again. / Yes, I ran in the other direction. My wife screamed. For further practice, you could adapt and use exercise 1 of Selfstudy 4 on p. 25 in class. Read out some or all of the sentences and elicit possible reactions. Then play the mini-dialogues (track 19) so that students can listen and compare. Pairwork Go round and correct sentences while students are writing. In this activity students should react with phrases from the box or repeat a key word. Group work Briefly discuss the photos in class. Ask students: Which of these holidays would you like? dislike? Why? Then ask students to find new partners (people they havent worked with yet in this lesson) so that they have the opportunity to talk to different people about the holidays / trips theyve been on. p. 7 of this Teachers Book has some suggestions on how to find new partners. Students often enjoy talking about their own holiday experiences, so let them talk about more than one holiday if they wish. If you have any students who have not travelled very widely, get them to talk about any shorter trips theyve been on or to speak about cities theyve visited or holidays they went on as a child. Whole class and group work Do the first speaking task round the class and keep a count of how many different countries are mentioned. First listening: Let students discuss the answer with a partner before comparing in class: Egypt, China. Second listening: Make it clear that students dont have to note down all the customs. Two or three for each country is enough. Students compare in class and add those customs to their list that they missed. It is important that students have a complete list for the following speaking activity. Students might mention some of the following: Egypt They eat their main meal late. They have a flexible idea of time. Its impolite to refuse food. They dress conservatively. They haggle over prices. China They use chopsticks. They have different eating habits. There are many teahouses. They often do things together, e.g. tai chi. They have a different idea about personal space and dont mind having pauses in their conversations. Point out that get used to is followed by the gerund and write an example on the board, e.g. Id find it very difficult to get used to eating late at night because before students talk in groups of three. Allow time to look at the photo (and find the westerner taking photos!) and give an example of something surprising / shocking thats happened to you before individual students talk about their experiences. If students find the final question difficult to answer, prompt with ideas, e.g. shaking hands, eating cake for breakfast, giving tips. Group work Some students might find some of the questions quite demanding. Encourage them to have a go and be available to help with unknown vocabulary. Stop the activity five minutes before the end of the lesson and invite students to ask you some questions. Refer students to Australians abroad on p. 69. If anyone in the class has been to either Australia or New Zealand, ask them to say a few sentences about their visit. If not, you could ask: What do you think are the most popular holiday destinations for Germans / Austrians / the Swiss? According to an ADAC report in 2003, the seven most popular holiday destinations for Germans were Germany (29,4%), Italy (13.3%), Spain (13%), Austria (7.2%), France (6.5%), Greece (5.9%), Turkey (5.3%). Resource bank: Activity 5: A trip of a lifetime (p. 43). Activity pack 2: Activity 5 (Have you ever ?) practises the present perfect and past simple. 21
2b Sounds lovely

3 It was wonderful!
4 Different countries, different customs 17 357
5 Talking points: Travel
Information
If time permits
Unit 5
Contents Theme
Looking after yourself

In Unit 5 students tell each other about some of the healthy and unhealthy aspects of their life. They also talk about various health issues: fitness, diet, wellness, smoking, back problems, stress, etc. and finally they choose healthy presents for each other. People talk about things that they find stressful. Using question tags to keep a conversation going. Exercise and fitness; Food and diet; Stress.
get: Get is one of the most common words in spoken English. Encourage students to start making a list of phrases with get. In Unit 5 students will come across the following: get rid of (unwanted kilos), get fit, get a cup of coffee, get enough exercise, get anxious, irritated, etc., get stuck in a traffic jam. Words that sound similar in English and German: Students often find it difficult to pronounce words in an English-sounding way when there is a close German equivalent, e.g. aromatherapy, medicine, acupuncture, kilo. If this is the case in your class, point out the correct pronunciation and word stress and get students to repeat. Whole class and group work Start off the activity yourself, e.g. I walked home instead of taking the bus, I had steak and chips for lunch, and get students to continue round the class. While students are ticking boxes and looking at the grammar reminder and the Topic vocabulary on p. 70, write some ways of expressing agreement and disagreement on the board and encourage students to use them in their conversations. So do / would I. Oh, I do / I would.
1 How healthy are you?
Board Language & culture Option
Neither do / would I. Oh, I dont / I wouldnt.
You should treat the topic of Obesity (p. 70) with sensitivity. If you have someone who is seriously overweight in your class, just ask students to read the text at home. If not, ask some questions about the theme in class: Do you think there is a similar problem in your country? Why / Why not? Do people worry too much about their weight? Individual and whole class Most students will probably already know something about question tags. If not, ask students to look at the illustration on p. 26, write some examples of tags on the board: Theyre fit, arent they? She doesnt smoke, does she? They have a lot of energy, dont they? and refer to the note on the formation of tags. Working individually, students should complete the tags in the box. If your class is unsure about the formation of question tags, do the first three or four with the whole class. Before playing the recording, write the following on the board: You play tennis, dont you? You play tennis, dont you?
2a What to say: Using question tags
Board
21 108
Read out the sentence, first with falling intonation and then with rising intonation and ask students to repeat in chorus. Explain that a falling tone is used more often in conversation. A rising tone is only used to ask a real question (when we dont know or are unsure of the answer). First listening: Students listen and correct any tags if necessary: isnt it?, does she?, hasnt she?, was she?, wont you?, are you? Second listening: Students decide which question tag is the real question (She doesnt come here very often, does she?). Ask individual students to read out the tags using correct intonation.
22
Lesson notes Unit 5
2b Is that right?

Group work Students should work in the same groups as for activity 1. Before students talk in groups, elicit some possible reactions to You love chocolate, dont you? and You go to a fitness centre, dont you?, e.g. Yes, I do. I eat far too much. / Yes, thats right. Two or three times a week. Group work You might like to do exercise 2b of Selfstudy 5 on p. 29 here to give students practice in pronouncing some of the more difficult words that appear in the rest of the unit. Give students five minutes to read the contents page and tick articles they would find interesting. Students can look up the more difficult words in the Dictionary on pp. 94 103. Ayurveda is an ancient Indian holistic system of healing. Thalassotherapy /T@'l{s@U, Ter@pi/ is a treatment that uses sea water and marine products. Aromatherapy is a treatment that uses massage with pleasant smelling natural oils to reduce pain and make you feel well. Chinese medicine is a kind of medicine that uses herbs and acupuncture. Let students talk about which articles they would / wouldnt like to read for about five minutes. Theyll have an opportunity to talk about health issues in more detail in a moment. Then brainstorm other topics that might be found in a health magazine, e.g. coping with migraine, high and low blood pressure, becoming a vegetarian and write a list on the board. If anyone mentions stress, tell students that theyll be talking about it in activity 4. Students should take it in turns to start off the conversation on one of the health issues, either from the contents page or listed on the board. Circulate and give a few examples of conversation starters if students are having problems, e.g. I suffer from back pain now and again. My husband is a bad sleeper. Ive never been on a diet. I bought a rowing machine a year ago and Ive never used it. When I was pregnant I used to have very high blood pressure. I saw a TV programme about acupuncture. Whole class and pairwork Introduce the theme of stress by inviting individual students to recount one or two incidents / events that they have have found stressful over the past week. Listening: The conversation is in two parts. Play the two parts separately and ask students some questions after each part: What do they find stressful? How do they feel / react? Possible answers might be: 1) Being late for an appointment / work. They feel powerless. Its frustrating. They arrive feeling hot and stressed and need a cup of coffee. 2) Using the Internet (too much information, slow Internet connection). They feel irritated. One woman screamed. A husband hit the computer. Students could look at the section on Stress in the Topic vocabulary on p. 70 now. This will remind them of some useful adjectives before talking in class about how being late for an appointment or using the Internet affects them and people they know. If pairs finish the speaking activity quickly, give them some more items (loud music, using the phone, watching the news, dealing with tax) and ask them to say how stressful they find them. If you want further discussion on this theme, refer back to the heading of activity 4 and ask students if they think stress is a modern-day disease or not and why. Pairwork This is a fun activity to finish off the lesson. If there is a very good atmosphere in your class, students could report back on what they would give to whom and why. If youre not sure of peoples reactions, just ask students to say what theyd like to give you, the teacher, and why.
3 Health issues Option
Information
4 Stress: A modern-day disease? 22 221
Option 5 The ideal present
If time permits
Resource bank: Activity 6: Health resolutions (p. 43). Activity pack 2: Activity 24a (Question tags) practises the formation of question tags. Activity 53c (A few and a little) practises a few, a little, much and many. 23
Unit 6
Contents Theme
Free time
In Unit 6 students talk about what they do in their free time: activities they enjoy (watching TV, meeting friends, sport, etc.) and activities they dislike (housework, attending meetings, etc.). Students also talk about a special interest or hobby and describe some of the ways in which they try to switch off. People say how they like to unwind after a stressful day. Giving yourself more time: Let me think. Just one moment. Sorry, I havent quite finished. Free time activities; Describing a hobby or interest; Unwinding.
Phrasal verbs: These are very common in everyday conversation. Encourage students to take notice of the ones they come across. They could highlight the ones they find in the course book or they could start making a list (with example sentence). The following verbs are in Unit 6: look after (family), look for (a job), take up (a hobby), look at (the phrases), read out (your word), put on (running shoes), switch off. Weak forms: In spoken English auxiliary verbs, e.g. do, would, are, can tend to be pronounced with their weak forms in questions: do you /'d@j@/, would you /'wUdj@/, are you /'a:j@/, can you /'k@nj@/. You could make students more aware of weak forms by writing a few examples of questions on the board, e.g. Do you smoke? Would you go on a diet? Then read them aloud and ask students to repeat. Whole class Start off the activity yourself and then ask students to continue round the class. Pairwork Ask students to think about their day yesterday (or Friday if the day before was a Sunday) and to note down the things they did in their free time. Here it is important that students think of all the activities they did when they were not working, studying, etc. These will include leisure activities such as playing tennis, going to the cinema, reading the newspaper or learning English but also less enjoyable things such as going to committee meetings, doing the laundry or taking their children to music lessons. Ask individual students to talk about some of the things they did. Give students a few minutes to study the mind map, write activities in boxes or add boxes of their own if need be. Briefly remind students of some useful phrases that they might need for the speaking activity. Elicit some verbs of like and dislike (love, adore, quite like, dont mind, cant stand, etc.) and refer to the ways of agreeing and disagreeing (So do I, etc.) on p. 18. If pairs finish quickly, ask them to exchange partners and redo the activity. If you wish, do a quick feedback session. Students say one or two things they have in common with their partners, e.g. We both , Neither of us Tell students that going to the pub is one of the most common leisure time activities in Britain and elicit things they know (or think they know) about pubs before referring to the text on Pubs on p. 71. Perhaps one or two students have been to a pub in Britain or Ireland and can say one or two sentences about it. Whole class Listening: Students compare answers with a partner and then in class. Possible answers: 1 He goes canoeing a few times a year. Hed do it more often, but his children dont always want to go. 2 She collects Euros. She started when she found a coin from Finland in her purse, and then brought home a set of Greek Euros from her trip to Greece. Theres more is not ticked. Explain that if they pause / hesitate too long they may be interrupted and that these phrases will help them to keep going. Ask students which phrase the woman in the first dialogue uses to apologise for interrupting: Oh sorry. Carry on. and refer students to the Tip on p. 33.
1 Your main occupation
2 What do you do in your free time? Option
3 What to say: Giving yourself more time 25 135/
24
Lesson notes Unit 6
Option
Ask individual students, e.g. Whats your favourite film, book, TV programme, outdoor activity, restaurant? Tell students that they must answer immediately and should use some of the expressions: mm, um, well, let me think to give themselves more time to think. If you wish, interrupt them with another question when they pause, so that they can use the phrases: Wait, thats not all. Theres more. Sorry, I havent quite finished. Alternatively students do the activity in groups. They should ask each other some questions beginning with Whats your favourite ? Pairwork Refer to the photo on p. 31 and ask students if they know anyone or have heard about anyone who has a fairly unusual interest or hobby before they tell their partners about interests they have and / or used to have. Then invite students to ask questions about one of your hobbies or interests. Students should tell their partners which interest theyd like to be asked about before students write their questions. Go round and correct questions while students are writing. Pairs that finish early should ask about another interest that his / her partner has or had. Whole class and group work Ask students which activity the four words in italics are referring to (canoeing / kayaking) before they write down their own words. Students take it in turns to read out their words explaining / describing any unknown words to the class as they go along. Students should note down the hobby / interest of each student during the guessing game so that they have a list to refer back to during the following speaking activity. In the feedback phase, get a spokesperson for each group to report back to the class. Let each group say which they think is the most expensive interest before going onto the most active, etc. Group work First listening: Tell students that they will hear five people saying how they switch off after a stressful day. Play the recording and ask students to listen out for the expressions / fillers from activity 3. Second listening: Stop the tape after each person to give students time to note down what they hear: 1 She watches a soap opera and perhaps has a glass of wine. 2 She likes soaking in the bath. 3 He reads. He often rereads one of his favourite books. 4 He does something active. He goes for a jog or to the fitness centre. 5 She does very little. She waters her plants or enjoys the view from her balcony. Refer students to the section on Unwinding in the Topic vocabulary on p. 71 before they speak in groups. You could make students more aware of the word really, which is used very often in spoken English and means very or very much. Play the recording again and ask students to note down any phrases they hear that include the word really (And if its been a really stressful day / Its a really good way of unwinding / Getting lost in a story really helps me to forget the day-to-day stresses and irritations / When Ive had a really bad day / and go for a really hard jog). The word really is often stressed in the sentence to show how strongly you feel about something. Group work Write a few useful phrases on the board before students talk in groups: Id prefer (more free time) to (more money) because Id prefer to (have an active holiday) because If I had to choose, Id go for (more time alone) because
4a Interests
4b Who has got the most unusual interest?
5 How do you unwind? 26 153
Option
6 Choices
Board
If you are running out of time, divide your students into five groups. Give each group one of the five topics to talk about. Each group briefly reports back to the class. Even if you havent done activity 6, you could still finish off the lesson with a brief discussion in class of the final two questions. Resource bank: Activity 7: Planning an activity (p. 43). Activity pack 2: Activity 3a (Neighbours) practises the comparative and superlative.
If time permits
25
Extra 1
Wales
You can do all or part of this lesson in class. There is a Key to the quiz and the listening so that students can work on some of the activities individually at home if they wish.
Contents Theme Skills

Extra 1 contains optional material and activities on Wales and the Welsh. Listening: Talking about a trip to Wales Reading: Short texts on places to see in Wales: Castles, Snowdonia National Park, Cardiff, Rhondda valley and the coastline of Pembrokeshire. Speaking: Students talk about what they know and have found out about Wales. They also plan a group holiday to Wales. Finally students discuss some of the things visitors to their own region should see and do.
Tips and info Preparation
Bring in a map of Great Britain and photos / postcards / pictures of Wales, if possible. Browse the web for useful websites on Wales and read through the information notes on this double page which will give you further information on Wales and aspects of Welsh life. Spend a few minutes leading into the theme. You could do one or all of the following: 1) With books closed, ask students what comes to mind when they think of Wales (places theyve heard of, weather, landscape, language, etc.). If anyone has been to Wales, ask him / her to say a few sentences about it. 2) Show where Wales is on your map and show your pictures of Wales if you have any. 3) Give students a few minutes to look at the photos on both double pages and the map of Wales on p. 35. If students have heard of or know anything about the places or people shown, get them to tell the class. Place names (meaning and pronunciation): Welsh place names are largely descriptive: afon = river, caer = fort, llan = church, nant = small stream or valley, pont = bridge. Here are some simplified pronunciation rules: ch is pronounced like the German ch, as in Bach; dd is similar to the English th, as in with; to pronounce ll you have to put your tongue at the back of the roof of the mouth and say hl; f is a v as in English of; ff is the English f; y has two different pronunciations. In the last syllable of a word its like an i as in English is, otherwise its pronounced u as in fun. Individual and pairwork Students do the quiz individually. Encourage them to attempt all the questions even if they have little idea of the answer. The photos and map will give them some clues. After comparing answers in pairs, students should look up the answers in the Key on p. 80 as this provides more information about Wales. Listening: Students sit back and enjoy the sound of the Welsh language. No. 6: There is a Welsh TV channel and a radio programme in Welsh. There are Welsh lessons on TV and there are also many opportunities to learn Welsh in community colleges and Welsh language schools. No. 12: Tom Jones: Successful in Britain and the USA in the 1960s. Songs include Delilah and The Green, Green Grass of Home. Elton John: Well-known English singer / songwriter. Sean Connery: Scottish actor, famous for his role as James Bond. No. 13: The English King Edward 1 (1239 1307) conquered North and West Wales in two bloody campaigns. In 1284 at Caernafon Edward presented his son to the Welsh people with these words Here is your prince, one who can speak neither Welsh nor English. He hoped a native-born prince would be more acceptable to the Welsh people. Edwards son became Prince of Wales in 1301, the first English Prince to have this title.
Lead-in
Information
1 Quiz
29 018 Information
26
Lesson notes Extra 1
2 A week in Wales
30 355
Information
Whole class and group work Write Llanhaedr-ym-Mochnant, Lake Vyrnwy, Ruthin and Llangollen on the board. Tell students that they will hear these places in the listening and to find them on the map. First listening: The listening is fairly long so press the pause button at intervals to allow time for students to note down some of the details. Then write the famous names on the board (Dylan Thomas, Catherine Zeta Jones, Tom Jones, Gwyneth Jones, Bryn Terfel Jones) for students to refer to when they compare their answers in groups. Second listening: Before you play the recording, elicit ways in which English speakers try and keep the conversation going (short responses, repeating a word, using question tags, asking questions, agreeing and disagreeing). This will give students the opportunity to look back at the What to say sections in the first half of the book. Make it clear that students dont have to note down all the phrases as there are so many. Students compare with a partner and then in class and add any phrases to the list that they missed. There is a complete list in the Key on p. 80. Students can talk about what they know / dont know, etc. in pairs, in groups or in class. Dylan Thomas (1914 1953): A well-known poet but best known for his play for radio Under Milk Wood. Catherine Zeta Jones: Born in Swansea. She has starred in many well-known films including The Mask of Zorro (1998), Traffic (2000) and Chicago (2002). Gwyneth Jones: A well-known mezzo soprano. She had her debut in Zurich in 1962 and is famous for her role as Brunnhilde in Bayreuth. Bryn Terfel Jones: A well-known bass baritone, born in Bangor. He is famous for his role as Jochanaan in Salome at the Salzburg Festival. Royal National Eisteddfod: This is held for a week in a different part of Wales each summer. There are many competitions for brass bands, instruments, traditional dance, mixed choirs, youth choirs, individual vocals, songs from musicals, etc. There are also professional concerts, ceremonies where awards are given, e.g. for literary achievement, an art and craft exhibition, and trade stands where Welsh products are sold. Here many people will normally speak to you in Welsh and only use English if they realise you dont understand. Individual and group work Give students about five minutes to read the texts silently, find where all the places are on the map of Wales and decide on the things theyd most like to do. Most of the unknown words can be guessed from context and the more difficult ones are in the Dictionary on pp. 94 103. In the speaking activity, students can also decide on what theyd like to do in each particular place, the order in which theyd like to see things and how long theyd like to spend doing each one. Write some useful phrases on the board: Why dont we ? We could Lets Yes. Good idea. Id prefer to
3 A trip to Wales
Board
Information
Chapel: A place of Christian worship used by Nonconformists (= those who do not belong to the established state church or the Roman Catholic Church).
Group work After discussing the questions in groups, a spokesperson for each group should briefly report back to the class. If short of time, just choose one of the questions for group discussion. If you have more time, you could get students to tell each other what they know about the other parts of the UK (England, Scotland, Northern Ireland) and which area(s) theyd like to visit and why. If students still have a lot of unanswered questions about Wales, encourage them to find out further information on the Internet. They could report their findings in the following lesson. This would serve as a lead-in to Unit 7, which is entitled Places to live.
4 Over to you
Option 1
Option 2
27
Unit 7
Contents Theme
Places to live
In Unit 7 students talk about different towns, cities and areas in their own country and abroad and discuss the factors that are important when choosing a place to live. They also speak about moving house and emigrating. People talk about life in Troms, Alice Springs and Los Angeles. Expressing opinions; Agreeing and disagreeing. Describing a place; Weather vocabulary.
Expressing opinions: You might want to teach students how to express their opinions in a more hesitant form using apparently, I suppose or Im not sure: Well, apparently, theyre very expensive. Yes, I suppose there is a really nice atmosphere in the town centre. Im not sure but I think you can buy a family ticket for the zoo. that: You might want to point out that the conjunction that is often omitted in spoken English after common verbs such as think, say, know, believe: I think its a nice place.
Preparation
(1 Different places): Bring along some magazine pictures of different places: towns, cities, villages, different areas.
Pairwork As a quick lead-in to the theme of places, you could do one of the following: 1) If any students have done some research on Wales they could now present what they have discovered to the class, 2) Individual students could give a brief description of a place they have visited recently, 3) Show your magazine pictures (see preparation) and get students to say briefly what they like and / or dislike about the place being shown and if it reminds them of anywhere they have been to. Make sure that everyone has filled in at least three of the gaps with place names before starting the speaking activity. Ask anyone who completes the gaps quickly to start adding a second place name to each sentence. Refer back to the phrases in Unit 4, activity 2a to remind students of some useful phrases to show interest such as yeah, sounds lovely or thats terrible, before students speak in pairs. Whole class and individual Ask students to look at the photos and the table before telling the class what they know or think they know about Troms, Alice Springs and Los Angeles. Tell students that Troms is in Northern Norway above the Arctic Circle if they have never heard of it. First listening: Tell students that the listening is in three parts. Theyll hear something about Troms, then Alice Springs and finally Los Angeles. Press the pause button after each section so that students have time to make notes. Second listening: Again play each section separately to give students time to make notes and to ask questions about details they didnt understand. The notes that students make will serve as a preparation for the following speaking activity, so there is no need to go through and compare them in class now. Group work Make it clear that there may be more than one place that students would like to live in or they may even refuse to live in all three places. Have a brief feedback phase. Call out each place in turn and find out who would 1) refuse to live in this place and 2) like to live in this place. The final speaking activity can be discussed in class or in groups if your class is large.
1 Different places Option
2a Interesting places to live
31 411
2b Moving abroad
28
Lesson notes Unit 7
Option
Information
If students are interested in the theme of emigration, ask some further questions: Why do you think people from (Germany, Austria, Switzerland) emigrate? What would you miss most about your country if you emigrated? Do you know anyone who has moved abroad? Do you know any foreigners living in (Germany)? According to a United Nations study the three most desirable countries to live in are: 1) Norway, 2) Australia, 3) Canada. This is based on factors such as average income, employment rate, economy, average life expectancy, opportunities for women, etc. The USA is in 6th position, Switzerland is 11th, the UK 14th, Austria 16th and Germany 17th. Whole class First listening: After listening, check answers in class: 1 travelling by bus, 2 nursery school places, 3 new flats and houses. Second listening: Students check their answer with a partner and then in class: Yes, I agree with you there. Im afraid I dont agree with you. Ask students what opinions the people gave on the tape about bus travel, nursery school places and housing. Brainstorm other phrases for giving and reacting to opinions in class. Students who have worked with English Network 2 or 3 may remember other phrases, e.g. I absolutely agree. Quite right. But dont you think ? Refer to the Tip in Selfstudy 7 on p. 41 and point out that absolutely is very common and used when you completely agree with someone. Group work Give a few opinions on an aspect of the area where you live, e.g. If you ask me, there arent enough parking spaces in the city centre / there is too much noise from the airport / they should spend more money on the parks / the countryside near here is very pretty. Ask individual students to react. Point out that they should give a reason if they disagree. This phase should be short and snappy. As soon as students run out of ideas or after a few reactions, give another opinion. During group work, circulate and intervene if a student uses a conversation strategy incorrectly. Encourage students to use those phrases from activity 3a that they havent used before. Pairwork Working individually, students should spend a few minutes ticking the boxes before talking in pairs. Ask pairs who finish the speaking activity quickly a further question: Which area of your town / village would you like to move to? Why? If your students come from a rural area, you could ask: Which village in your area would you like to move to? Why? If you want to do a short feedback session, ask students to tell the class about those factors that are very important to them. Group work If students are unable to tick any of the sentences, ask them to write one or two statements about moving house that are true for them. Circulate during group work and encourage students to react to what the others are saying and to ask questions. Do the final speaking task round the class and keep a count of how many different places are mentioned. Students read When Im 65 on p. 72. Ask students: Do you know any senior citizens who moved when they retired? Do you think you would consider moving when you retire? Would you like to live in an area where nearly everyone else is a senior citizen? Resource bank: Activity 8: The best (p. 43). Activity pack 2: Activity 27 (What do you think?) offers some extra practice on expressing opinions and agreeing and disagreeing.
3a What to say: Giving opinions 32 102/
3b What about you?
4 Where would you like to live?
5 Moving house
If time permits
29
Unit 8
Contents Theme
Living with gadgets

In Unit 8 students talk about different methods of communication: e-mail, Internet, mobile phones, handwritten letters, etc. They also talk about gadgets and devices that they use at home and at work: how they affect their lives, what happens when they break down, etc. People talk about things that have broken down or dont work any longer. Describing things: Its used for , Its a thing that , etc. Communicating with others; Computer vocabulary; Mobile phones; Useful gadgets; Technical breakdown.
Listening Conversation strategies Vocabulary
Tips and info Focus on conversation The vowel sound / { / : Many German speakers have difficulties with this vowel sound. The word man, for example, often sounds more like the word men and bad becomes bed. If this is the case in your class, make a note of some of the words containing these sounds that students use (chat, gadget etc.). During the lesson, write some of the words on the board, say them aloud and ask students to repeat in chorus. This will make students more aware of the difficulty. you know / do you know: You might like to point out that English speakers often use do you know or you know to start talking about something, or to make someone listen: Do you know, it flooded the whole kitchen. Its similar to the German weit du? Whole class and pairwork Start off the activity yourself, e.g. I received one e-mail today. It was from Amazon to tell me that they have sent the book I ordered, and then get individual students to continue. The photos are of the following: a multi-use mobile phone, an e-mail, a pay phone, a mobile phone / text message, a laptop, a website, a fax machine, a handwritten letter. Allow students a few minutes to number the boxes. Under other: please state students could write memo or voicemail, for example. Refer students to the grammar reminder on p. 44 on used to, as students might want to use this structure when discussing what methods of communication they used five years ago. Ask pairs who finish quickly to read the short text on SMS Texting on p. 73. English speakers tend to use the word text message rather than SMS. If any students have read SMS Texting on p. 73, ask them to tell the class what the text is about. If not, ask students to read it. Have a general discussion on mobile phones and text messaging: Do you send text messages? How often? When? Why? Why not? What are the advantages and disadvantages? Whole class and pairwork First listening: Students should listen without referring to the list of Useful gadgets in the Topic vocabulary on p. 73. Second listening: Play the recording again while students look at the list of Useful gadgets. Then compare answers in class: 1 electric drill, 2 telephone answering machine, 3 calculator, 4 tumble drier, 5 vacuum cleaner. Third listening: Ask students to look at the list of expressions in the box. Then play the recording again, pressing the pause button after each description and asking students to say which expressions from the box they heard. Give students a little time to write down objects theyd like to describe. During pairwork, circulate and help with vocabulary. Group work If your course takes place in the evening, ask students to list only those devices that they have used today. Name a few devices you have used to make it clear exactly what is expected, e.g. electric toothbrush, coffee machine, radio, computer, photocopier.
1 How do you communicate?
Information Language & culture Option
2 What to say: Describing 34 134 things
3 Everyday devices
30
Lesson notes Unit 8
Make it clear to students that they can also talk about gadgets that they never use that are not electric or electronic, e.g. lid opener, soda stream. In a feedback session, students could tell the class about some of the unusual gadgets or devices that were mentioned in their group. Group work First listening: Point out that the illustrations show what happens to two of the things mentioned in the listening. While listening, students should note down the items that dont work any longer. Compare answers in class: car, 2 mobile phones, washing machine, television, computer. Second listening: This time students should note down what is wrong with each of the items or why they dont work. Students might note down some of the following: Car Theres something wrong with the electrics. It wont start. Mobile phones Woman 1 dropped her mobile into the washbasin which was full of water. Woman 2 put her mobile on the top of her car. She drove off and it fell onto the road and smashed. Washing machine It flooded the bathroom. Television They lost the picture. Computer Son spilt his coffee all over the keyboard. The vocabulary that students need for the speaking activity might be quite specific so be available to help with translations and have one or two bilingual dictionaries handy. Group work If possible, put people of different ages into the same group. This will make the discussion more interesting. Refer back to the phrases in Unit 7, activity 3a to remind students of some useful phrases to express opinions before students speak in groups. Give groups who finish quickly one or two further questions to discuss, e.g. Which devices have you bought recently and why? How often do you update your computer / household appliances / mobile, etc.? If short of time, groups should choose just one of the four points to discuss.
4 It doesnt work! 35 233
5 A final word
If time permits
Resource bank: Activity 9: The future (p. 44). Activity pack 2: Template 46 (Cloudgame) practises used to.
31
Unit 9
Contents Theme
Money matters
In Unit 9 students talk about their attitude to money. They also speak about their shopping habits: where they shop, what type of shopping they enjoy / dont enjoy, how they pay, etc. Finally they discuss ways of saving money. An American woman talks about shopping in the USA. Giving longer answers. Money vocabulary; How to pay; Types of shops; Useful shopping words and phrases.
actually: Actually can mean eigentlich or tatschlich but it is used very often as a filler in spoken English before making a comment or to give slight emphasis to what you are saying, e.g. Actually, I dont like shopping at all. / Ive been to a casino in Las Vegas, actually. You could point this out to your students and tell them to listen for examples of its use on the CD. Polite questions: When asking about money matters or other more delicate topics, English speakers often use more indirect questioning techniques. You might want to teach your students the phrase I was wondering, e.g. So I was wondering, do you do the weekly shopping, or is it your wife who does it? Pairwork As a quick lead-in to the theme of money and spending, give students the following situation: Imagine that you have won I,000,000 Euros in the lottery or in a competition and ask students what they think they would do with it. Invite students to ask you one or two questions from the activity before they start the pairwork. Add a few details to your answers to give students an idea of the sort of things they could say. A possible answer to the question: Do you always look at the price of food items before you put them into your shopping trolley? might be: No, I dont actually. I nearly always buy the same brands and I know more or less how much they cost. I sometimes look at the prices of things I dont usually buy, like lentils or asparagus. Frequency adverbs such as often or usually have been incorporated into the questions to make it easier for students to give a yes or no answer, so if students occasionally worry about how much money theyre spending they would answer no to the first question. Some pairs will need longer than others to do the activity so ask pairs that finish quickly to write down some more questions they could ask to find out about peoples attitude to money, e.g. Do you enjoy spending money? Is it important for you to save some money every month? Do you usually give large tips? Whole class and pairwork First listening: Tell students to pay attention to the intonation pattern of the two women speakers. They will notice that the first speaker uses a flat intonation pattern and that the second speaker uses a much wider voice range. Second listening: Let students read the information in the blue box before listening again and writing down the two questions: Have you ever been on a shopping holiday? What was your last shopping trip like? Students can ask and answer the questions in pairs before comparing in class or alternatively, students could stand up and walk round the class, asking and answering the questions. Circulate and encourage students to exaggerate their intonation. Collect any other questions students thought of for activity 1 on the board. Students might also like to ask these questions in the pairwork activity. Individual and whole class The photo is of the Grand Canal Shoppes which are located inside the Venetian hotel-casino in Las Vegas. The attractions include a canal with gondola rides, street entertainers (jugglers, opera singers and living statues) and a simulated St Marks Square where you can buy Venetian glass.
1 You and your money Option
2 What to say: Giving 37 053 longer answers
3a Shopping in the States Information
32
Lesson notes Unit 9
38 342
Information
If students have little to say about shopping in the USA, prompt with a few questions: Do you know the names of any US stores? How do people usually pay? When are the shops open? Ask students to find the matching British English words in pairs before comparing in class: a) 5, b) 8, c) 4, d) 1, e) 10, f) 7, g) 2, h) 9, i) 3, j) 6. Apart from cart, the words all appear in the listening. Point out that some words are spelt differently in American English, too. Students will come across neighborhood in the listening. First listening: Press the pause button between each of Pamelas answers so that students have time to write down possible questions. Possible questions are 1 Which / How many stores (shops) have you been to in the last seven days? 2 Do you often go to stores (shops) near where you live? 3 How often do you go downtown (to the city centre) to shop? 4 Do you ever buy from the Internet, from mail order catalogues or from the TV? 5 What kinds of shopping do you like? Whats your favourite kind of shopping? 6 Do you go to sales? 7 How do you usually pay? Brainstorm other questions the interviewer could ask and write them on the board, e.g. Whats your favourite time to shop? Do you enjoy Christmas shopping? Do you usually shop alone or with other people? Ask students to copy down the questions theyd like to ask their partner in the following activity (activity 3b). Second listening: Play the whole recording without stopping this time while students make notes on what they think theyd like or wouldnt like. Shopping in the USA: Many of the inner cities are decaying as more and more shops move out to the suburbs. The shopping malls are usually out of town. The mall has a few major department stores and hundreds of small speciality shops that often belong to a chain. Opening hours are flexible. Many stores open for part of the day on Sunday and they often stay open until about 9 p. m several times a week. Convenience stores often operate on a 24-hour a day basis. Garage or Yard sales are very common in the USA and Canada in the summer. They are sales of used personal and household items held at a persons home. Ask students to discuss their reactions to the things mentioned in Super malls on p. 74. They should say which things they like or dislike, or find strange. Then ask students: How have shops and shopping changed in your area? Pairwork Ask students to find new partners (people they havent worked with yet in this lesson) so that they have the opportunity to talk to different people about money and shopping. p. 7 of this Teachers Book has some suggestions on how to find new partners. Group work If students find it difficult to think of items theyre planning to buy, tell them to write down things theyd really like to buy (for themselves, for their flat, their children or friends). Give students a minute or two to look at the Topic vocabulary again to remind them of some useful shopping vocabulary before they start the group speaking activity. Group work Refer back to the phrases in Unit 7, activity 3a to remind students of some useful phrases on how to agree and disagree such as Thats true or Oh, do you think so? before students speak in groups. In the final part of the group discussion, one person in each group should act as secretary. He / she should write down any ways of saving money that the group can think of and report back to the class. Prompt with ideas if necessary, e.g. car sharing, stop using taxis, join a library instead of buying books, CDs and DVDs. eBay: An auction website where you can buy and sell everything and anything. Resource bank: Activity 10: Spend, spend, spend (p. 44). Activity pack 2: Template 47 (Questionnaire) can be used to practise the going to future.
3b Your shopping habits
4a Spending money
4b How to save money
Information If time permits
33
Unit 10
Contents Theme
Fears and challenges

In Unit 10 students talk about fears and phobias: what makes them nervous, how it affects them, etc. and describe scary or nerve-wracking experiences in their lives. Students also speak about challenges in their lives and how they dealt with them. People talk about scary moments in their lives. Structuring a conversation: At first, after that, in the end, etc. Adjectives and phrases to describe your feelings and sensations; Challenges.
Emphasis: Point out that words like really, absolutely, very, so are used very often to show how strongly you feel about something and to maintain the listeners interest. They are often stressed in the sentence: I was really frightened. I was so embarrassed. anyway: Anyway (= jedenfalls) is used very often in informal speech to structure your conversation to show that you want to continue or finish saying something, e.g. Anyway, then it started to snow. You could point this out to your students and tell them to listen for examples of its use on the CD. Statements as questions: You could point out that in informal conversation, questions can have the same word-order as statements, but are said with a rising intonation: Youve never driven in the snow? This structure is often used to express surprise: So you missed it? (see listening, activity 2a) Whole class If one of your students has a phobia, you will need to treat this topic with sensitivity. However, in all the activities in this unit students will be able to choose what they want to talk about and can avoid talking about a painful event if they wish. As a lead-in to the theme you could brainstorm some common or unusual phobias that students have heard of, e.g. fear of confined spaces (claustrophobia), fear of spiders (arachnophobia), fear of open spaces (agoraphobia), fear of flying (aerophobia), fear of heights (acrophobia). Here is an unusual phobia that you could tell the class about: Button phobia is a surprisingly common phobia. Sufferers may only wear clothes that use zips, elastic or velcro. They may be unable to make contact with people who wear buttons and may even be unable to say or write the word buttons. Let students read the Did you know? text silently, which should give students some interesting facts and remind them of some phrases that they could use to talk about fears and phobias in the following speaking activity. Group work Refer back to the phrases in Unit 3, activity 2a to remind students of some useful phrases to agree or disagree such as So do I or Oh, Im not, before students speak in groups. Write some more ideas on the board if students are unable to think of many things that make them feel nervous, e.g. snakes, driving on the motorway, using the phone, going in a cable car. If you wish to do a short feedback session, students could report back on anything interesting they heard in their group discussion. Individual and whole class First listening: Students only need to get the gist this time, so play both dialogues without stopping and then discuss them briefly in class: The woman was frightened of giving a short speech in French in front of 200 people. The man was scared of doing a parachute jump. Second listening: Give students time to read through the questions before playing the recording. Students compare answers with a partner and then in class. The woman had butterflies in her stomach, felt faint. Her voice was shaking and her heart started to beat faster. The man started sweating, was a bit short of breath and fainted. His legs were shaking.
1a Fears and phobias
Option
1b How brave are you?
2a Scary moments 40 137/41 123
34
Lesson notes Unit 10
2b What to say: Structuring a conversation
Option
Pairwork Listening: Before playing the dialogue again, tell students that the phrases in the box are written in the same order as they occur in the listening. Suddenly isnt used. The tapescript for this dialogue is in the students book on p. 86. If you wish, let students read through it after the pairwork to check that they included all the details. If youd like to do further practice on using short responses in conversation, play both dialogues again and ask students to note down some of the phrases and questions they hear to show interest: Rather you than me. So what happened? Uhuh. Thats horrible. Yeah. I can imagine. A tandem jump? Fainted? Oh dear. So, did you do it? Group work Before speaking in groups, give students a little time to think of some frightening experiences of their own. Prompt with further ideas, if necessary, e.g. a frightening experience on holiday, a bad weather story, something frightening but enjoyable, such as a roller coaster ride or skiing on a black slope. Ask them to note down a few words they might need to describe what happened. Be available to help with translations. Pairwork Here are some more ideas of things that students could add to the list: giving up a bad habit, passing your driving test, finishing off a newspaper crossword, learning a new language, keeping to a diet. Remind students that they can also talk about people they know or have heard about who have done something they consider challenging. If you have time to read Challenged? on p. 75 in the lesson, you could briefly discuss whether its important to use PC language in German, too. Group work This is a fun activity to finish the lesson off with. Offer prizes for the best group, e.g. a white water river rafting trip, a bungee jump, a weekend parachuting course, a roller coaster ride, a balloon trip. Students could discuss briefly in class which prize they would like to win. AFAIK = As far as I know, FAQ = Frequently asked questions, ASAP = As soon as possible, IMO = In my opinion, B4N = Bye for now, TAFN = Thats all for now, BTW = By the way, TTYL = Talk to you later, CUL8R = See you later, TYVM = Thank you very much
2c Your story
3 Challenges
Language & culture Option 4 A final challenge
If time permits
Resource bank: Activity 11: Overcoming your fear (p. 44). Activity pack 2: Activity 52b (Itll be different) practises using will for predictions.
35
Unit 11
Contents Theme
Milestones
In Unit 11 students talk about some of their memories of different trends, fashions, world events, etc. They also describe some of their own personal memories. Finally they discuss age: the ideal age to do things and the age that they really liked or disliked. Senior citizens talk about the best years of their life. Interrupting; Returning to the topic: As I was saying , etc. Age; Clothes and fashion; Appearance; Childrens games.
just: Just has many different meanings, but it is used very often in spoken English to emphasise something you are saying: Thats just amazing, Can I just say something? There are some examples of just in the listenings in this unit. I mean: You could point out that the expression I mean is often used as a filler in spoken English to make something you say clearer by explaining it, or adding new information about it, e.g. I used to look terrible as a teenager. I mean, I had pink hair and wore platform shoes. There are some examples on the CD.
Preparation
(1a memories) Bring in photos of yourself and your family and friends or magazine pictures which show different trends, fashions, events, everyday life from various times in the past.
Group work and whole class As a quick lead-in you could do one of the following: 1) Show the class some photos of you and your family or some magazine pictures (see preparation); 2) With books closed, call out some of the trends, people, films etc. from activity 1a, e.g. Elvis Presley, Punks, the film Titanic and ask the students to decide in which decade they were popular. Let students read through the trends, films, famous people, etc. Point out that the trends are listed under the decade in which they reached their height of popularity or when they became popular. If possible, put people of similar ages into the same group to share their memories of the various trends, fashions, etc. This will make the discussion more interesting as students will be able to enthuse about the same things. In a large class, let students talk about their childhood and adolescence in groups and then have a brief feedback session in class. Refer students to the Topic vocabulary on p. 76 where there is a list of childrens games. Group work Point out the English pronunciation of Chernobyl /tS@'nObil/, Balkan /'bO:lk@n/, Berlin /b@'lin/ and Euro /'jU@r@U/. Then write some phrases on the board to help students do the first speaking activity: I think it was about It must have taken place in It was definitely in
1a Memories Option
1b Historical milestones
Board
Stop the activity after about five minutes and then discuss dates in class: 1969 th First man on the moon, 2001 September 11 , 1981 Wedding of Charles and Diana, 1963 Assassination of J. F. Kennedy, 1986 Chernobyl, early 90s Balkan Crisis, 2002 Introduction of the Euro, 1989 Fall of Berlin Wall. In the brainstorming session, write the events that students mention on the board. Prompt with further ideas if students cant think of many, e.g. Watergate scandal (1973), Perestroika (late 80s), arrest of Andreas Baader and Ulrike Meinhof (1972), the Millenium. Here the speaking activity might be more interesting if people of different ages are in the same group.
36
2 The first time
Pairwork Tell the class about one of your firsts before students work in pairs. Give some details about the experience and how you felt, e.g I first saw the Alps when I was 21. I was on holiday in Switzerland and I can remember that the weather was absolutely beautiful, etc. Remind students to show interest when their partner is speaking by using short responses (yeah, sounds great, how awful, etc.) and asking questions. Pairs that finish quickly should talk about a third or a fourth first. Invite individual students to tell the class about their first experience of smoking a cigarette before referring to Fashions come and go smoking habits on p. 76. Ask students what they think about the smoking ban in Ireland. Pairwork First listening: While listening, students write 1, 2, 3 into the boxes: 1 an important decision, 2 an early memory, 3 a film shes seen. Then students discuss what Sally says about each of her memories with a partner and then in class. Play the recording again if students missed a lot of the details. Second listening: Students might like to tick the phrases in the box as they hear them. Oh, can I ask a question? isnt used. You could point out that it is often difficult for a foreigner to interrupt during a conversation and that they might be considered aggressive if they interrupt at the wrong time. The phrases listed here help students to avoid this problem. Give students a little time to think about what theyd like to talk about. Students should note down ideas next to some of the categories, e.g. a job you didnt like summer job in clothes factory. Before students speak in groups, describe a memory yourself and encourage students to interrupt you with a comment or question. They will find this easier if you pause slightly at the end of some of your sentences. Group work and whole class Point out that students only need to write approximate ages in the boxes before comparing in pairs or groups. In the final speaking activity, students could also give the class a few facts about people they have read or heard about who have done things at unusual ages. The headlines will give them a few ideas or you could prompt with one or two of your own, e.g. someone going to university at the age of 13. Whole class and group work If time permits, students could do the first part of the activity in small groups. Give a time limit of three or four minutes and let students think of and write down words for each period of life before comparing in class, e.g. childhood long summer holidays, old age wrinkles. Circulate and help with translations. Listening: The listening is fairly straightforward but play it two or three times if students need to check some of the details. Students might note down some of the following: 1 He likes being 68 no longer has to work, no longer responsible for children, can get up when he wants, has a lot of time to do what he wants, when he wants. 2 She liked her late 20s / early 30s enjoyed being fit and attractive and seeing her children grow up. 3 His best times were when he was about 40 he was self-employed, self-confident, had no money worries, had all his hair. If you have a lot of young people in your class, get them to talk about how they might feel when theyre middle-aged or older. Resource bank: Activity 12: Time capsule (p. 44). Activity pack 2: Activity 42a (Whats wrong?) practises the present perfect with just.
3 What to say: Interrupting 43 155
4 The ideal age
5 The best years of my life
44 215
If time permits
37
Unit 12
Contents Theme
Learning for life
In Unit 12 students talk about their skills and abilities, their memories of school, job training and other learning experiences. They also tell each other about the skills theyd like to learn or improve in the future. Two people talk about their schooldays and their job training at a class reunion. Future plans; Giving and reacting to advice. Places of learning; School subjects; Exams and qualifications; Training.
Thanking: If students want to thank each other for the advice they have received (activity 3b) or if this is your final lesson and students are thanking you and each other, you could point out some informal ways of giving and accepting thanks: Thanks, Thanks a lot, Thank you very much. / Thats quite all right. Youre welcome. Reply questions: Is it? / Have you? / Did he?: You could point out that responding with a short question, containing an auxiliary verb and a personal pronoun, is another common way of showing interest in what the other person is saying, e.g. I studied geology. Oh, did you? / My handwriting was terrible. Was it? So was mine. / He can juggle with five balls Can he? Thats amazing ! / They mean the same as really? or yeah? Whole class, walkaround activity and group work First tell the class about a talent / skill you wish you had and then ask students to continue round the class. The next phase will work better if students walk around the classroom asking and answering questions. Tell students that they should try and write down as many different names as possible in the box. When someone has filled in nine names, he / she should sit down. Stop the walkaround activity as soon as someone has filled in nine names or after about ten minutes. Before students talk about their other skills in groups, tell them about some of your own or add some more items to the Further idea box, e.g. play chess, dance a waltz, change the wheel on a car, tile a bathroom, make jam, do a headstand, entertain a group of young children. In a feedback session, students could tell the class about some of the unusual skills that were mentioned in their group. Individual and whole class As a lead-in to the listening, ask students: Have you ever been to a class reunion? What sort of things do you do there? / talk about there? Get students to discuss the meanings of the expressions in class - in English, if possible. Point out that people who learn a trade / skill such as a printer, butcher, electrician do an apprenticeship. For other jobs the word train is used: He trained as a sales assistant, bank clerk. First listening: Before they listen, ask students to read through the list of topics. Refer students to the Topic vocabulary on p.77 for an explanation of a community college. After listening, students compare their order in class: 1 a teacher theyll always remember (the history teacher), 2 a skill they found difficult to do (write nicely), 3 an unforgettable school memory (class trip to France), 4 an exam (first banking exams), 5 courses at the local community college (computer course and course in social work), 6 an enjoyable learning experience (learning to sail). Second listening: Play the dialogue again and ask students to note down a few details about each topic. Students compare their notes with a partner and then in class. Ask students: Did Karen and John mention anything that is the same or similar to anything you have experienced?
1 Your skills and abilities
2a Learning experiences
46 346
Option
38
Elicit anything students know (or think they know) about the education system in the UK before referring to the text on the UK education system on p. 77. Then ask some questions: What are the differences between the German (Swiss, Austrian) and the UK system? What do you find positive / negative about the UK system? Group work Ask students to look at the Topic vocabulary on p. 77 and tick or underline any places of learning theyve been to, and any sentences / phrases that describe what theyve done. Be available to help with the names of jobs, etc. Then brainstorm a few more school subjects (craft, music, physical education) and write them on the board. Give students time to read through the instructions to the game and answer any questions students may have. Students should play in groups of three or in pairs if this is not possible. Make sure that all students have a small counter and that each group is seated around a game board and has a large coin to throw. Dont use a dice as the students will move too quickly round the board and wont have the opportunity to say very much. If a person or group finishes quickly, then ask them to choose and talk about a topic from one or more tables that they didnt land on. Individual First listening: After listening, students compare their answers in class: Leo A business English course (writing letters, e-mails and talking to customers in English); Maria wants to learn how to do car maintenance so that she can do simple repairs herself. Second listening: If students find it difficult to pick out the phrases, play the recording again and tell students that theyll hear one phrase in the first dialogue and two in the second. The missing expressions are: Im thinking of , What about ?, OK, Ill do that. Perhaps students know other expressions for giving and reacting to advice and can add them to the ones in the box, e.g. I think you should , If I were you, Id , How about , Actually, Id prefer to . Group work Start off the activity by giving some examples of things youd still like to learn / achieve in life. If time permits, ask students to share any good advice they heard with the rest of the class. Group work Some students might find some of the questions quite demanding. Encourage them to have a go and be available to help with unknown vocabulary. In their groups, students could write down one or two further questions that have to do with the theme of learning, e.g. What do you think about distance learning? Why are girls doing better at school than boys? Collect the questions on the board. These can then be discussed in groups or in class. If this is your final lesson of the course, stop the activity five or ten minutes before the end of the lesson. Then ask students to look at the Tip in Selfstudy 12 on p. 61. Students could spend a few minutes walking around the classroom saying goodbye to everyone, talking about the course, exchanging names and addresses, etc. Resource bank: Activity 13: A new skill (p. 44). Activity pack 2: Activity 8a (How do you do it?) practises adjectives and adverbs.
2b Class reunion
3a What to say: Future plans, giving and reacting 47 115/ to advice
Option
3b Your future plans
4 Talking points
Option 1
Option 2
If time permits
39
Extra 2
Eastern Canada
You can do all or part of this lesson in class. There is a Key to the quiz and students can work on some of the activities individually at home if they wish.
Contents Theme Skills
Extra 2 contains optional material and activities on the six provinces of eastern Canada. Listening: Talking about a TV programme on eastern Canada. Reading: Short texts on the six provinces of eastern Canada. Speaking: Students tell each other about what they know and have found out about eastern Canada. They also tell each other which province they would most / least like to visit and to live in. Finally students talk about some of the regions and aspects of life in their own country.
Tips and info Preparation
Bring in a map of Canada / North America and photos / postcards / pictures of Canada, if possible. Browse the web for useful websites on Canada and read through the information notes on this double page which will give you further information on all parts of Canada and aspects of Canadian life. Whole class If you wish to concentrate for a few minutes on the whole of Canada, you could do one or both of the following: 1) With books closed, ask students to write down six words or phrases they associate with Canada. Students take it in turns to read out some or all of their words in class and if possible, say why they chose their particular words. If anyone has been to Canada, ask him / her to say a few sentences about it. 2) Show your map and pictures of Canada if you have any. Students open their books and spend a few minutes looking at the photos on both double pages and the map of eastern Canada. If students have heard of or know anything about the places or people shown, get them to tell the class. If you havent done the option, brainstorm other things they know (or think they know) about Canada. Prompt with ideas, if necessary: What do you know about the climate, wildlife, population, way of life, sports? Pronunciation: Note the English pronunciation of Quebec /kwI'bek/, Montreal /'mOntreO:l/ and Newfoundland /'njUf@ndl@nd/. Whole class or group work Write St Johns, Toronto, Ottawa and Kitchener on the board, tell students that they will hear these places in the listening and to find them on the map. Listening: Tell students that when the people in the dialogue talk about Quebec, they are referring to the province and not to the city of Quebec. After listening, students should briefly talk about the photos in class: 1 Ice hockey is the most popular game in Canada. 2 The Eskimos prefer to be called Inuit they dont live in igloos anymore, but have proper houses, television and the Internet. 3 Indians like to be called the First Nations. 4 The Mennonites still use horses and dont have electricity. Play the recording a second time if students missed a lot of the details. Students can talk about what they now know / find interesting about eastern Canada in pairs, in groups or in class. Sarnia First Nation: The Chippewas of Sarnia First Nation occupy the Sarnia Reserve on the southern shore of Lake Huron. The reserve is home to 655 Native Canadians with another 808 living off the reserve. Pow-wow: A meeting of the First Nations usually accompanied by feasting and dancing.
1 What do you know? Option
Information
2 A TV programme
49 428
Information
40
Lesson notes Extra 2
3 Quiz

Information
Pairwork Students do the quiz individually. After comparing answers in pairs, play the recording from activity 2 again for students to check their answers. Alternatively, students could just look up the answers in the Key on p. 80, which also provides more information about eastern Canada. No. 1: More than 80% of the population live within 200 km of the US border and over 60% of all Canadians are concentrated in the south eastern corner of the country mostly in Ontario and Quebec. No. 4: Canada is a country of immigrants and prides itself on its multiculturalism. It has chosen what is often called the Canadian mosaic, a model based on accepting diversity rather than assimilation. No. 7/8: Today there are approximately one million Native Canadians in Canada 50,000 Inuit, 200,000 mtis (Indian and French mixed race) and 750,000 Indians (or aboriginals or First Nations, as they prefer to be called). About 60% of Native Canadians live on reserves and the others are integrated within the rest of Canadas population. In 1999 a semi-autonomous new homeland (Nunavut) was created for the Inuit in the north of Canada. Individual and group work Give students about five minutes to read the texts silently, find where all the places are on the map of eastern Canada and decide on which provinces theyd most / least like to visit. Most of the unknown words can be guessed from context and the more difficult ones are in the Dictionary on pp. 94 103. Your students might need reminding of some useful conversation strategies before speaking in groups. If this is the case, ask them to look back at the What to say sections in Unit 3 (agreeing and disagreeing), Unit 4 (showing interest), Unit 7 (giving opinions), Unit 11 (interrupting). th Acadians: The French-speaking Acadians settled in Nova Scotia in the 17 century. They prospered and became the dominant culture in the province. The British who ran the province felt threatened and in 1755 the Acadians were expelled, many to the USA. When England and France made peace in 1763, the Acadians slowly returned to Canada, and their culture still thrives in the coastal villages of New Brunswick. Indian summer: This usually takes place at the end of September / beginning of October when there is often a fairly mild period and the trees burst into wonderful colours. Group work For the first speaking activity point out that there are English names for many of the German Lnder or states and the Austrian provinces. Be available to give translations if necessary (Bavaria, Hesse, Lower Saxony, North Rhine-Westphalia, Rhineland-Palatinate, Saxony, Saxony-Anhalt, Mecklenburg-West Pomerania, Thuringia, Carinthia, Lower Austria, Upper Austria, Styria, Vienna). For the second speaking activity, prompt with ideas, if necessary, e.g. food specialities, different languages or dialects spoken, major events, famous Germans / Austrians / Swiss. After discussing the questions in groups, a spokesperson for each group should briefly report back to the class. If short of time, just choose one of the questions for group discussion. If students still have a lot of unanswered questions about eastern Canada, encourage them to find out further information on the Internet.
4 Special feature: Eastern Canada
Information
5 Over to you
Option
41
Resource bank
Activities 2 13 are designed to help students develop and talk about the themes covered in Units 1 12. You can use them for additional speaking practice, if you have time to spare in your lesson and need some extra material. Activity 1 gives students tips on how to learn new words and phrases. Each activity takes about ten or fifteen minutes to do and in some cases can be shortened or extended. Activity 1 (Getting started) Preparation Board

Todays new words Have one or two bilingual dictionaries available, if possible. Write the following on the board: meaning? spelling? pronunciation? word stress?
formal / informal? which preposition? a common word? use?
Ask students to write down four or five words or phrases that they have heard today that theyd like to remember. Then explain that when they learn new words or phrases there is certain information they need to know in order to use the word properly. Refer to the items on the board. In pairs, students should ask each other questions about the words they have written down, e.g. How do you use it in a sentence? Do you use it with a preposition? Be available to answer questions and help students to find the necessary information in the dictionary. Its a hard life!
Activity 2 (Unit 1)
Write some or all of the following on the board: falling asleep choosing what to wear deciding what to cook getting through all your work finding time for yourself keeping the house / flat tidy
Board
In small groups, students should discuss how easy or difficult they find the above things and why. Famous people
Activity 3 (Unit 2)
Write the following list of famous personalities on the board. These are only suggestions. Depending on the make-up of your group or who is in the news at the moment you may choose other names. Mother Theresa Arved Fuchs Queen Elisabeth I Bill Gates David Beckham Fidel Castro Walt Disney Boris Becker
Board
Ask students to select those personalities they would like to meet (or to have met). Ask students to explain their choices in groups. Transport issues
Activity 4 (Unit 3)
Write some of the following on the board: speed limits on the motorway price of petrol cost of public transport road tolls driving in the inner city booking flights on the Internet night flights speed cameras 30 km zones car sharing
Board
In groups of three, students take it in turns to choose one of the items on the board and comment on it, e.g. I think there are too many speed cameras in the city. Ive had to pay three speeding fines in the last three years. The other students should react and make further comments if they wish.
42
Ressource bank
Activity 5 (Unit 4)
A trip of a lifetime Put students into pairs and give them the following situation: You and your partner have decided to go on a months holiday together (money is no object). You have to decide and try to agree on a) some of the places youd like to visit b) what you want to do there c) where youd like to stay d) how youd get there Write some of the functional phrases they might need to discuss their plans on the board: Why dont we ? We could Lets
Board
Yes. Good idea. Well, Id prefer to
Stop the activity after about ten minutes and ask students to tell the class some of the things theyd like to do. Health resolutions
Activity 6 (Unit 5)
Tell students to think back over what they have been talking about today and to write down one or two things theyd like to do in the future to improve their health, e.g. Id like to get treatment for my back pain, I have a lot of stress at work, etc. In small groups, students should compare their resolutions and say what they intend to do. The others should listen and give practical help and advice, if possible. Write some useful expressions on the board to help with this phase. Why dont you ? If I were you, Id I think you should
Board
If time permits, ask students to share any good advice they heard with the rest of the class. Planning an activity
Activity 7 (Unit 6)
Ask students to work together in groups of three. Give them the following situation: You want to spend some of your free time together at the weekend and would like to do some sort of leisure activity. In groups of three, students should find an activity (handicraft, sport, visit to a museum, etc.) that everyone in the group would like to participate in and decide where and when they could meet. You might need to write some useful functional phrases on the board: Why dont we ? We could Lets Yes. Good idea. Well, actually, Id prefer to
Board
Stop the activity after about five or ten minutes and ask students to tell the class what they have planned to do together. The best
Activity 8 (Unit 7)
Write the following list of questions on the board: best restaurant best cinema worst road most beautiful building ugliest building nicest park
Board
Whats the
in your area?
In groups of three, students take it in turns to choose one of the questions to answer, giving reasons for their choices. The others should react and give their own opinions. 43
Activity 9 (Unit 8)
The future Write some or all of the following on the board: A self-cleaning kitchen A robot that helps with the household tasks An automatic device to sweep and wash floors An oven that recognises the food you put in and automatically cooks it without being programmed Voice-activated gadgets A wall-sized television A maintenance-free car A device that allows you to learn while you sleep Chair lifts on stairs in blocks of flats with no lifts
Board
In small groups, students should tell each other which of the items on the board they would most like to have and why. Spend, spend, spend Write the following on the board: eating out cigarettes and alcohol petrol clothes books / DVDs holidays entertainment / leisure time activities food cleaning woman / baby-sitter newspapers and magazines
Activity 10 (Unit 9)
Board
Dictate some or all of the following questions depending on how much time you have. Which items would you like to spend more on? would you like to spend less on? do you spend too much on? do you spend a lot more on than you did five years ago? do you spend less on than you did five years ago? In pairs, students talk about their answers. If you wish, do a quick feedback session. Students say one or two things they have in common with their partners, e.g. We both , Neither of us Overcoming your fear Get students to look back at the fears mentioned in Unit 10, activity 1a and 1b. Ask students to discuss and make a list of ways in which people could confront and overcome a particular fear that they have. Start off the activity with one or two ideas, e.g. Make yourself go up in a lift each week go up one more floor, and then let students continue in groups of three. Time capsule Tell students that they have to put five or six things into a time capsule which will represent everyday life today when it is discovered and opened in three hundred years time. You can limit the number of objects to three if time is short. Tell students the objects can be small or large, light or heavy. In groups of three, students should reach a consensus about which objects should be included and why. A spokesperson from each group should report the groups decision to the class. A new skill Ask students to write down some of their skills and abilities on a piece of paper. These can be skills they have mentioned during the lesson or something else. Students should stand up and walk around the classroom with their list of skills. Give students a little time to read other peoples lists. Then ask students to stop and talk to those people who have a skill or ability theyd like to know more about. They should spend a minute or two asking for some tips on how to succeed before moving on to talk to someone else. The following phrases might be useful during the speaking activity: All you have to do is First you have to Then you You need
Board
44
Tapescripts
Tapescripts
Getting Started/Activity 5b
Speaking a foreign language Klaus: Hello, Emma. Emma: Hi, Klaus. Nice to see you again. Do you know Fiona? Shes learning German with me. Klaus: Hello, Fiona. Nice to meet you. Fiona: Hi! Emma: Klaus is doing one of the English courses. Fiona: Oh, hows it going? Klaus: Mm OK. I think Im improving. My accent is getting better but I still have problems with some of the sounds. I must say university and not uniwersity. And I have to practise my th and th that thing over there. Emma: Well, I understand you perfectly. Have you heard Kelly speaking. Shes Irish and she often says I tink and not I think. But we can all understand her. Fiona: And in fact her accents really nice. Just like yours. Klaus: Ah but I really want to sound more English. My teacher says I must be more careful with my intonation. I should say that was lovely and not that was lovely. But if I do it, it sounds a bit silly. Emma: Oh, but shes quite right. You dont want to sound impolite. Fiona: Well, I wish my German accent was as good as your English accent. I cant make the difference between Kirche and Kirsche. I keep saying I went to cherry instead of I went to church. Emma: Yeah, German is a very difficult language to speak. Fiona: And to understand. Emma: Oh, yes. We were talking to a German guy yesterday. Fiona: In German! Emma: Yeah. Where did he come from, Fiona? Fiona: Bavaria, I think. Klaus: Oh yes, even I have problems with a strong Bavarian accent. Emma: Anyway, he was almost impossible to understand. I didnt follow half of what he said. Fiona: You asked him some questions though. I thought that was very brave. Emma: Yes, but I didnt understand the answers. Fiona: Do you find it easy to understand everybody, Klaus? Klaus: Well, its not too bad now. My teacher said I should listen to as much English as possible you know, CNN, the radio and the school CDs and now I can understand most accents. Well, apart from Scottish. Fiona: Hey, Im Scottish Emma: And shes proud of it. Proud? Ah, thats a word I should know. Ive looked it up a hundred times. Now, how do you say it in German? Emma: Well, I think its stolz. Fiona: Im impressed, Emma! Wheres my notebook? I must write it down. Klaus: Write it down? Fiona: Oh yes, I always write down any new words I hear and then I try to use them in the next conversation. Klaus: Mm, yes, thats my biggest problem really. Fiona: What? Klaus: I can never think of the word I need. I know a lot of grammar but sometimes my mind goes blank when I want to say something. Today we were talking about Klaus:
Unit 1/Activity 4a
Starting a conversation One Man: Hello Betty, how are you? Woman: Fine thanks. And you, Tom? Man: Ah, not very well. Ive got an awful headache. Its the weather, I think. Woman: Im sorry to hear that. Man: And Im still a bit worried about Joan. Woman: How is she? Man: Well, shes still in hospital but the doctors say shes getting better. Woman: Oh, good, good. Man: Yes, I hope she can come home soon. Woman: Ah, thats good news. You must both come and visit whens shes out of hospital. Man: Great. Wed like that. Woman: Well, not next week because my grandson is coming to stay for a few days and hes a bit noisy. Man: Ah yes, just like mine. I know when he comes Two Woman: Hello Jake. Man: Hello Amy. How are things? Woman: Oh, could be better. You know, Im very busy at the moment. Man: Whys that? Work again? Woman: Yeah, of course. Ive just got back from the trade fair in Manchester. Man: Oh, thats always very tiring. Woman: Yeah and Ive got a lot of work and were having problems with the computer and Janes pregnant so shes leaving next week. Man: Oh, no! Woman: Yeah, anyway. How are things with you? Man: Ah, OK. Theres not a lot happening at the moment. Its very quiet. Woman: Lucky you. 45
Tapescripts
Man: Three W1: W 2: W 1:
And Ive been on holiday so Im still feeling quite relaxed Hi! I havent seen you for ages. Its great to see you again. How are things? Well, you know, with the kids and everything. Its a bit hard at the moment. Jacobs so full of energy and Hannahs teething so shes not sleeping too well. Yeah, Im so pleased that mine are older. Anyway, what are you doing at the moment? Oh you dont know, do you? Simon and I are getting married in the summer. Congratulations! Yes, and were very busy at the moment. Theres so much to do. Ill be glad when its all over. I can imagine. Where are you getting married?
Unit 3/ Activity 2b
Adding a comment One Woman: I dont use public transport very much. Man: Oh, I do. I always go to work by bus. Two Woman: Id like to have a motorbike. Man: So would I. Ive always wanted one. Three Woman: Ive never had a parking ticket. Man: Neither have I. I think Ive been very lucky.
W2: W1: W2: W1: W2:
Unit 4/Activity 2a
Showing interest One Woman: Ive just been to Las Vegas for a week. Man: Lucky you. Woman: Yes. We visited a different casino every night. Man: Really? Woman: Yes, and I lost all my money. Man: How awful. Two A Man: Yes, and it even snowed one night. Woman: Snowed? Man: Yes, we didnt expect snow in May. Two B Man: Then we came face to face with a lion. Woman: A lion? Man: I was terrified.
W1:
Unit 1/Activity 4b
Ending a conversation and saying goodbye One Man: I must rush. Im on the way to the hospital. Woman: Say hello to Joan for me. Man: Yes, will do. Woman: And Ill see you soon. Bye. Two Woman: Erm, Im afraid Ive got to go now. Man: Yes, Ill let you get back to work. See you later. Woman: Bye. Three W1: Well, its been nice talking to you again. W2: Yes, maybe we can get together sometime. W1: Good idea. Give me a ring. W2: OK. Bye.
Unit 5/Activity 2a
Using question tags A: Its busy tonight, isnt it? B: Yes, it is. There are a lot of people here. A: Oh look over there. Its Sharon. B: Sharon? I dont know her very well. She doesnt come here very often, does she? A: Well, she comes in quite regularly, I think. But look at her. She must be on a diet. Shes lost a lot of weight, hasnt she? B: Are you sure? A: Well, look. She wasnt as thin as that before, was she? B: No, youre right. She looks great. I wish I had her figure. A: Youll just have to do more exercise, wont you? B: Yeah. Yeah. A: Youre not stopping already, are you? B: Yes, I am. Ive had enough. I need some coffee and a bar of chocolate.
Unit 2/Activity 3a
Making yourself understood Maria: You must tell me if the musics too loud. Im always worried about disturbing neighbours. Christoph: No, no its fine. The walls Theyre very thick. Maria: Im afraid I didnt quite understand what you said. You feel sick? Christoph: Oh sorry, Ill try and say that again. I wanted to say I dont hear anything. The walls are thick. Maria: Oh right. Ive got it now. Christoph: And it wouldnt be a problem if I could hear your music. I really like your music. I love jazz. Maria: Jazz? Oh well, in that case you must come to my next concert. Ill get you some free tickets if you want. Christoph: Er Er sorry, that was a bit fast. Maria: OK, sorry, Ill start again. If you like jazz, I can give you some free tickets for my next concert. Did you understand me? Christoph: Oh, yes, thats quite clear now. And thank you very much. Id love to have a ticket for your concert. 46
Unit 6/Activity 3
Giving yourself more time One A: So, how much time do you actually spend canoeing? B: Well, let me think. How much time? Mm well, I dont really do it so often . Um, perhaps a few times a year. Yeah, a few times. You know, the
Tapescripts
summer season isnt that long and there are always lots of other things to do when the weathers nice. A: Uhuh. So when B: Wait, thats not all. A: Oh sorry. Carry on. B: Yeah, I wanted to say that Id probably do it more often but Ive got two kids and well, they dont always want to go. Theyd prefer to go swimming or something. Two C: And how did you get interested in it? D: In collecting Euros? Oh just one moment. I have to think back. Mm, yeah I think I found a coin from Finland one day in my purse and thought it would be interesting to keep it and - well, that was the start. C: Really? And have D: Sorry, I havent quite finished. C: Yeah? D: Well just after that we went to Greece on holiday and I brought home a whole set of Greek Euros and after that I had to continue collecting.
Unit 7/Activity 3a
Giving opinions One A: If you ask me, the bus service is dreadful. B: Oh yes, absolutely! Ive stopped using the buses. If I go into town, I take the car. C: Oh, so do I! Two B: So what do you think of the place? C: I think its a great place to live if youve got small children. B: Oh, do you think so? My sisters got a three-yearold and she says there arent enough nursery school places. C: Well yeah, thats true, of course. Three C: Well, personally, I think they need to build more houses and flats that people can afford and fewer luxury homes. A: I think youre right. The rents in this place are far too high. B: Yes, but theyve just built a lot of new flats near the airport. Theyre quite cheap, arent they?
Unit 6/Activity 5
How do you unwind? A: Believe it or not, I watch a soap opera when I get home from the office. Its just a great way to switch off. You know, Im completely addicted. And if its been a really stressful day, I have a glass of wine, too. B: Well, let me think. Mm well I particularly enjoy having a nice hot bath. Its a really good way of unwinding after a stressful day at work or with the kids. I use lots of bath salts and just soak for half an hour or so. Its wonderful. C: My favourite way to relax after a stressful day is to read. Mm getting lost in a story really helps me to forget the day-to-day stresses and irritations. When Ive had a really bad day Ill reread one of my favourites. I mean, Ive read some of the Harry Potter books about ten times. D: Me, I just need to do something really active. Ill put on my running shoes and go for a really hard jog or Ill go to the fitness centre and do an hour on the machines. I feel like a new man after that. E: Mm, just one moment. I have to think about it. Well Yeah, I get a lot of pleasure out of doing very little. After a hectic day I just like to walk around the house and water my plants and just well, watch them grow. Or I just go outside onto the balcony and enjoy the view. You know, Ive got this wonderful view of the hills. But then of course I feel guilty because I feel I should be doing the ironing or washing up.
Unit 8/Activity 2
Describing things One A: Oh, Im afraid I dont know the word in English. The one I have is um, sort of heavy and its used for making holes in the wall if you want to hang up a picture. It makes a lot of noise. Two B: Ah, whats the word in English? Ive forgotten. Well, its something that people can speak onto when you cant answer the phone. Three C: I didnt explain that very well. Ill start again. Mm, its a sort of mathematical machine. Its really useful, especially when youre bad at maths, like me. Four D: Well, its a thing that you use for drying your clothes. Its quite large, and mm its usually in your bathroom. Five E: How do you say it in English? Oh, I should know the word. Ive got one with a handle on top and a bag in the middle and yeah, its used for cleaning floors and carpets, and things. You know what I mean, dont you?
Unit 9/Activity 2
Giving longer answers One A: So, have you ever been on a shopping holiday? B: No, I havent. A: So, have you ever been on a shopping holiday? 47
Extra 1/Activity 1
Welsh Cymru Bore da Sut ydych chwi? Da iawn, diolch Os gwelwch yn dda
Tapescripts
C: A shopping holiday? No, I havent and actually Id hate it. Id much prefer to spend my holiday on the beach. Two A: What was your last shopping trip like? B: Oh, it was OK. A: What was your last shopping trip like? C: Oh, fine. I mean, we didnt buy much only a book on DIY and we saw a lamp we quite liked but we didnt buy it in the end.
A: C:
Unit 11/Activity 3
Interrupting One Sally: After university I decided to look for a job abroad and I found a teaching job in Klosterneuburg. I wanted to spend two or three years abroad before Simon: Oh, excuse me, but where is Kloster Klosterneu Sally: Klosterneuburg? Oh, its a town near Vienna. Simon: Oh right. Sally: Yes, well, as I was saying, I wanted to see something of the world before finding a job in England. But of course I fell in love with Austria and stayed there for another fifteen years. Two Sally: One day when I was about 3, I was playing on the balcony and for some reason I climbed onto the table that was there and I cant really remember how but I just fell off the balcony, and I fell into some bushes and Simon: Oh and sorry, can I just say something? Sally: Yes, of course. Simon: Almost exactly the same thing happened to me. Well, I fell out of a window and into some bushes when I was a child. I broke my arm. I can remember a lot of the details. Sally: Oh really? Yeah. Well, anyway, I just got up and walked back inside. I didnt hurt myself at all. Simon: Thats just amazing. Three Sally: Ive just seen the new James Bond film and I really enjoyed it. Of course there Simon: Sorry, but Ive heard that its really bad. A friend of mine said it was terrible. Sally: Oh, did she? But its not true. I particulary liked the part where ...
A: C:
just great and my children have their own lives so Im no longer responsible for them. And, um I can get up when I want. Theres no annoying alarm clock to wake me up. And If I want to spend all afternoon with my feet up reading the newspaper, then I can do that, too. Its just so nice to have lots of time to do what you want, when you want. So hello Norma, what about you? When were the best years of your life? Well, personally, if I look back over my life, I think probably my late twenties and early thirties were the best times for me. You know, before all those problems of old age grey hair, wrinkles, back problems. Yes, I enjoyed being fit and attractive and, um and at that time I had young children and I just liked seeing them grow up. Yes, they were good times. Id just like to ask you what you consider to be the best years of your life? The best years? Well, I dont know actually. I mean, I didnt like childhood. I was quite ugly and fairly fat. And I hated being a teenager. I had acne and was always so shy in front of the girls. And, mm as a young man I had a job I didnt like and no money and just recently my wife died so Im now fairly lonely. And I dont like that at all. I suppose the best times were when I was about 40. I was self-employed, self-confident and had no money worries. And I still had all my hair of course.
Unit 12/Activity 3a
Future plans, giving and reacting to advice One Leo: Id really like to do a Business English course. I need to learn how to write letters and e-mails and to talk to customers in English. But Im not sure where to do it. Friend: Well, what about doing an online course? Leo: An online course? Friend: Yes, I have a friend who did one. He really liked it. Leo: Oh, well, I think Id rather do a normal course at college or at the adult education centre. Two Maria: Well, Im thinking of learning how to do car maintenance. Friend: Is that right? Maria: Yes, my car has broken down twice in the last three months and I had to pay a lot of money to have it fixed. If I learn something about car maintenance, Ill be able to do some of the simple repairs myself. Friend: Yes, thats true. You could always ring up Bobby. Hes a car mechanic, isnt he? I expect hell be able to help you or tell you where you can do a course. Maria: Yes, OK. Ill do that.
Unit 11/Activity 5
The best years of my life A: So, Peter, can I ask you which period of life you really enjoyed? B: Well, actually I really like the age I am now. Um, thats 68. I no longer have to go to work and thats
48

Network New Basic

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Network New Basic

Hochgeladen von

Copyright:

Verfügbare Formate

Langenscheidt

English Network Basic Conversation - new edition

English Network Basic Conversation Teachers Book

Cover photographs: artur/Florian Monheim Zefa Zentrale Farbbildagentur GmbH

Extra 2: Eastern Canada . . . . . . . . . . . . . . . . . . 40 Resource bank . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Tapescripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Langenscheidt KG, Berlin und Mnchen

English Network Basic Conversation Teachers Book

Introduction to English Network Basic Conversation

Further optional materials

English Network Basic Conversation course design

Components of the course

Langenscheidt KG, Berlin und Mnchen

The unit-by-unit commentary

Langenscheidt KG, Berlin und Mnchen

English Network Basic Conversation Teachers Book

Teaching a unit in English Network Basic Conversation

Timing and flexibility

Pairwork and group work

Langenscheidt KG, Berlin und Mnchen

Getting your students into pairs and groups

Role of the teacher

Langenscheidt KG, Berlin und Mnchen

English Network Basic Conversation Teachers Book

Langenscheidt KG, Berlin und Mnchen

Language and culture

Langenscheidt KG, Berlin und Mnchen

English Network Basic Conversation Teachers Book

Using the Extra

Langenscheidt KG, Berlin und Mnchen

Conversation strategies Tips and info Focus on conversation

Before you start

Langenscheidt KG, Berlin und Mnchen

English Network Basic conversation Teachers Book

2 What to say: Introducing someone else

3 Getting to know each other

4 What are you interested in?

5a Why are you doing a conversation course? Board

5b Speaking a foreign language

Langenscheidt KG, Berlin und Mnchen

6 What to say: Useful classroom phrases

Langenscheidt KG, Berlin und Mnchen

English Network Basic conversation Teachers Book

Listening Conversation strategies Vocabulary Tips and info Focus on conversation

1 Everyday habits Option

2 Topic vocabulary: Everyday life

3 Everyday sounds 3 134

Langenscheidt KG, Berlin und Mnchen

Lesson notes Unit 1

4a What to say: Starting a conversation 4 217

Language & culture Option

4b What to say: Ending a conversation and saying 5 048 goodbye

6 Out of the ordinary

Resource bank: Activity 2: Its a hard life! (p. 42).

Langenscheidt KG, Berlin und Mnchen

English Network Basic conversation Teachers Book

Listening Conversation strategies Vocabulary Tips and info Focus on conversation

1 How did you meet?

2a People in our lives: A radio interview 8 411

Langenscheidt KG, Berlin und Mnchen

Lesson notes Unit 2

2b I spend a lot of time with

Language & culture Option

3a What to say: Making yourself understood 9 125

3b What about you?