5 - Real - Listening - and - Speaking - TNotes PDF
5 - Real - Listening - and - Speaking - TNotes PDF
1–4 Play the recording and ask students to complete the 2–4 Play the recording again and ask students to complete the
exercises. Feedback as a class. Put students into small exercises.
groups and get them to role play introductions based on the 5 Play the recording and ask students to answer the question,
recordings. They can use their own names or invent characters. adding What about you? or How about you? after their
Remind students the normal response for Nice to meet you, answer. After checking answers, tell students to practise in
Pleased to meet you and Good to meet you is to repeat the pairs. Explain they should take turns making statements and
same, and add too, for example, Nice to meet you too. responding, using What about you? or How about you?
Before students begin, put them into groups, and ask them to
discuss the following questions: When was the last time you went
D Speaking – Giving opinions about food
out for a meal? Where did you go? What did you have to eat? 1 Point out that people often add … for me to explain why they
After they have finished, take a show of hands to find out how often do not like a particular dish. For example, It’s a bit salty for me
students eat out (once a week, twice a week, once a fortnight, etc.). / It’s a bit spicy for me.
1–4 Play the recordings and ask students to complete the exercises. 2 Ask students to do the exercise, then put students into pairs.
Tell them to look at the menu and imagine they are at the
Did you know...? restaurant eating one of the dishes. Explain they should ask
Point out that in British English some people say pudding, sweet each other about their dishes, and give their opinion.
or afters for dessert, and what Americans call French fries are 3 Play the recording and ask students to complete the exercise.
more normally called chips in the UK. However, emphasize
that students should not worry too much about vocabulary E Listening – Fast food
differences, as they seldom cause serious problems.
1–2 Play the recording and ask students to complete the
exercises. After checking answers, ask students how often
B Speaking – Understanding the menu they eat fast food (once a week, twice a month, etc.). Put
1–2 Ask students to look at Exercise 1 and complete Exercise 2. students into pairs to discuss the benefits and drawbacks of
eating fast food. List their ideas on the board, e.g. benefits:
Learning tip quick, easy, filling, drawbacks: not very tasty, can be expensive,
messy.
Point out that it is often quite easy to predict language you might
need to use in certain situations, such as in a restaurant or café.
Explain that the better prepared they are, the easier they will find Class bonus
it to communicate. Emphasize that students should think about If possible, rearrange the class so each group is sat around a
the language they need to use in advance wherever possible. different table. Try to make sure they are reasonably far apart
so they do not distract each other. Monitor and check grammar,
Sound smart – Intonation in questions vocabulary and pronunciation. Give help where necessary.
Put students into groups and ask them to make a list of
questions they might want to ask in a restaurant. Then ask Learning tip
them to call out their questions and write them on the board. Point out that pictures can be a very useful source of information,
Review accuracy, making any corrections necessary, and then tell not just on menus in fast food restaurants, but also in shops,
students to identify which questions have rising intonation and museums and many public buildings where things such as
which have falling intonation. Finally, model the pronunciation opening times, lifts, toilets and exits are often listed or signed.
of each sentence as students listen and repeat. Ask students to
complete the exercises. Check answers. Extra practice
Put students into groups and encourage them to exchange any
C Listening – Talking about food good recipes that they have found. Tell them to explain how
1–2 Play the recordings and ask students to complete the each dish is made, and what it tastes like.
exercises.
Option: Tell students to note three dishes they like to order More activities
when they go out for a meal. Put them into pairs and tell them
Do a whole class restaurant role play, with several waiters and
to exchange lists with their partner. Explain they should take
tables, to review all the language in the unit. Tell students to
turns asking and answering questions about the dishes on their
ask about the menu, order, describe their food, and if you
partner’s list.
wish encourage students to complain about various things,
for example the quality of the food, the service, etc. Take the
role of manager and help resolve each problem!
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Real Listening and Speaking 1 by Miles Craven Teacher’s notes
Class bonus
Put students into pairs and tell them to look again at the map on
page 44. Tell them to choose a different place to start instead of
You are here. Explain they should take turns asking for and giving
directions to other places on the map. Monitor and provide help
where needed.
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Emphasize that signposts are very important because they help 2–3 Ask students to complete Exercise 2. Play the recording
the listener to understand what the presenter says. Signposts and check answers. Play the recording again and ask students
clarify the organisation of a talk and help the audience follow the to speak Anna’s words. Repeat the exercise; this time ask
presentation. students to speak James’s words. Put students into pairs to
practise the conversation between Anna and James.
Sound smart – Stress on important words 4 Play the recording and pause after each question. Tell
students to use the faces a–f to answer. Remind students that
Play the recording and ask students to complete the exercises.
they can use the expressions in Focus on … to help give a
Monitor closely while students read aloud the extract. Make sure
suitable response. Check answers.
they stress the key words and use appropriate intonation.
1 Ask students to complete the exercise. Then write each question F Speaking – Overcoming difficulties
on the board and tell students to mark the main stress in
each one. Check answers. Then model each question and ask 1 Ask students to complete the exercise.
students to repeat. Point to the stressed words as they repeat. 2 Emphasize that when apologizing using very or really makes
2 Play the recording pausing after each statement / question the apology stronger, i.e. I’m really sorry but… is more
from the secretary. Get students to ask questions based apologetic than I’m afraid that… .
on ideas a–e. After students finish, put them into pairs to 3 Get students to complete the exercise. Check answers. Ask
practise a similar conversation. Explain one student should students to practise the conversation in pairs.
be the secretary and answer each question their partner asks. Option: Put students into pairs to role play a similar conversation
Encourage them to use their own ideas. Then ask students to between a student and a teacher.
swap roles so they practise twice.
3 Ask students to complete the exercise. Check answers. Focus on... asking for permission
Ask students to complete the exercises. After checking answers,
Class bonus put students into pairs and get them to practise asking for
You could demonstrate this activity by telling students to ask permission in both formal and less formal ways.
you questions about your weekly timetable. If students are not 4 Ask students to complete the exercise. Explain that they can
full-time students, you could ask them to talk about their typical use the expressions in Focus on … to help them.
weekly schedule at work.
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Real Listening and Speaking 2 by Sally Logan and Craig Thaine Teacher’s notes
A B Learning tip
Tell B about what you did Use the checking Ask students how they feel about speaking English on the
last weekend or for your information strategy to phone. Encourage students to share their experiences and advise
last holiday. check what A tells you. each other on ways to make it easier.
Talk about: Check:
• Where you went • Where A went Class bonus
• What you did • What A did Ask students to work in pairs and to choose a problem to role
• Who you went with • Who A went with play. Let them take notes, but make sure they don’t write
complete sentences. They could sit back-to-back to simulate
• What it was like • What it was like
talking on the telephone.
During the role play, monitor and take notes of any errors,
5 You could do this chorally and with individual students. You particularly with question forms and how they check information.
can read the sentences aloud yourself or use the CD. After the role play, write up the errors on the board so students can
correct them in pairs.
Focus on … asking questions
For further practice ask students to make the following questions Extra practice
below more polite. Encourage students to record acronyms and abbreviations in
What time is it? their vocabulary notebooks, along with the full form of the words
What’s the address? or expressions.
What’s the date?
What are you doing later?
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Real Listening and Speaking 2 by Sally Logan and Craig Thaine Teacher’s notes
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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Real Listening and Speaking 2 by Sally Logan and Craig Thaine Teacher’s notes
4 You could also use the prompts for a dialogue build. Elicit and
Extra practice
drill each line of the conversation chorally. Then divide the
class into two groups (‘Davids’ and ‘Arnauds’) and chorally Ask students to find this out before the next lesson. They can
drill again. After this, pairs practise the conversation using the telephone a local office if you are in an English-speaking city, or
prompts. use the internet to find information. In the next lesson, groups
can discuss what they found out.
5 Students could interview each other or use the CD.
3 Ask students what other remedies you can use for the
Extra practice
problems listed, and if they can name any other health
problems and remedies. Encourage students to prepare the questions they want to ask
before going to the chemists. This reinforces the Learning tip in
4 The first time students listen to the problems, let them
Section B.
make notes of their instructions, but make sure they don’t
write sentences. Play the text again and nominate students
to respond (more than one student can respond to each
problem). Encourage them to say more than just the instruction
when they respond to the problem. They can use the
expression given in the example but also try some of their own.
Students could also do this exercise in pairs, using the
symptoms in a – f as prompts.
Learning tip
This could be a good opportunity to show students some good
techniques of dictionary use, e.g. checking whether the word
they are looking at is a verb or a noun, and checking different
possible meanings etc.
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Real Listening and Speaking 2 by Sally Logan and Craig Thaine Teacher’s notes
3 Rather than using the CD, put students in pairs for this
Class bonus
exercise. One student is a tourist and the other student is
the Tourist Information Officer. Then repeat the exercise so Change pairs so students are with a different partner for the
students can swap roles. Make sure they understand there Class bonus. Make sure students close their books and try not
is more than one correct answer for this activity. Monitor and to use notes for the roleplay. They have already practised it
correct any errors in intonation. in Exercise 3 (above) so they should be able to do it without
support. Once students have done the role play, they can
4 Give students time to make notes before speaking. This could
exchange roles and repeat it.
be set as a homework activity and students could give short
presentations in the next lesson.
2 Use the examples to elicit models and teach an affirmative Extra practice
reply e.g. Yes, of course. Students can then practise making Students could also look at online travel agents to research travel
short two-line conversations in pairs. Monitor and pay information.
particular attention to the intonation of polite questions.
Learning tip
C Listening – A change of plan Ask students if and how they record vocabulary. Encourage them
You can provide students with more information on tourism in to share ideas with each other.
Cape Town by going to the following website:
www.tourismcapteown.co.za/ or ask them to visit this site as
homework.
1 Ask students to look at the pictures and describe what they
can see and where they would like to visit. Have any students
already visited these places?
2 Students can work in pairs to correct the sentences.
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Real Listening and Speaking 2 by Sally Logan and Craig Thaine Teacher’s notes
Learning tip
Ask students to share ideas of how to make speaking from notes
easier.
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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Real Listening and Speaking 2 by Sally Logan and Craig Thaine Teacher’s notes
B Speaking – Getting ready 3–4 Students can work in pairs or with the CD. Monitor and
1 Ask students to look at the expressions together and listen for correct use of just and linking between words.
complete the exercise in pairs.
2 Half the class can take the manager’s role and the other half
Class bonus
take the waiter’s role. Students mingle and the managers ask Introduce this with your own example, then give students
the waiters about two or three different actions. Students can thinking (or possibly note taking) time before getting them to
then change roles and repeat the mingle. share their ideas in small groups.
3 Give students time to prepare their questions before working
in pairs to ask and answer them. Extra practice
You could organize an English-speaking dinner, or party, with the
Class bonus class to celebrate the end of term.
An alternative activity would be to put students into pairs and get
them to think of a job they are interested in. Ask them to list four
or five tasks associated with the job, and to then take turns to
play the manager and employee.
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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Real Listening and Speaking 2 by Sally Logan and Craig Thaine Teacher’s notes
B Speaking – The first day at school 4 Students can work in pairs or with the CD.
5 Do an example with a strong student. Take the part of ‘You’.
1–2 Look at the different ways of offering choices as a class.
Ask two more students to do a further example, then ask all
You could ask students to make either / or sentences about
students to practise the conversation in pairs. Exchange roles
the possibilities at your school, e.g. where you can study,
so students practise both ‘You’ and ‘Toby’. Monitor and make
where to buy books, what to do if you have a problem.
sure students are pronouncing ‘have to’ using /f/ and /ə/.
3 You could put these prompts on strips of paper and give
one strip to each student. Each student reads the prompts
Class bonus
aloud and then the group works together to make complete
sentences. You could ask students to work in small groups to design a new
set of class rules for your class.
C Listening – Class rules
Extra practice
Before listening, ask students to discuss the class rules in your
class. What are students allowed and not allowed to do? Students can also research this online.
2 Play the recording and then ask students to compare their 3 Read the instructions to the class and get students to do the
answers in pairs. Then check the answers with the class. exercise.
3 Read the instructions to the class and then ask them to work 4 Read the instructions to the class. Encourage students to
in pairs to predict what the words are going to be. Collate use the vocabulary from Exercise 1. Put them into pairs and
ideas on the board. Play the recording and then check the get them to do the exercise together. Monitor and check for
answers with the class, referring back to the board to see how accuracy.
much they had guessed correctly. By doing this, students will
see how useful predicting answers can be. E Listening – Describing restaurants
Next, ask students to practise each of the short conversations 1 Get students to read through the review form to prepare
in Exercise 3 in pairs. themselves. Elicit/Explain the meaning of atmosphere. Play
the recording and then check the answers.
Focus on … describing food 2 Get students to read the notes and try to predict the answers
After checking answers, put students into pairs and get them to (or at least the word class, e.g. adjective) with a partner. Then
discuss the kinds of food they like and dislike, encouraging them play the recording.
to use as much vocabulary from this section as possible. After checking answers, put students into small groups and ask
them to imagine they own a restaurant together and to invent
B Listening – Deciding what to have a name for it. Get them to make a poster to advertize it using
as much of the vocabulary from Exercises 1 and 2 as possible.
1–2 Before students begin, get them to read the menu, and
to tell their partner what they know (if anything) about the
dishes they see. Play the recording and get students to do the Class bonus
exercises, before checking the answers with the class. Rearrange the desks in the classroom into ‘tables’. Send the
customers outside, get them to enter the restaurant in groups
Learning tip and the waiters to show them to their tables. They can order from
the menu on page 15. Later, get students to complain about
Reinforce the fact that there are many difference accents, both in
something, waiters to respond and the manager to try to keep
native English-speaking countries and among people whose first
the customers happy! Monitor and make a note of any errors you
language is not English. Emphasize to students that there is no
hear, to review later.
‘correct’ pronunciation.
1 Focus students on the photograph and elicit that it is Paris. 3 Read the instructions to the class. Elicit/Explain the meaning
Ask students if they have ever been to Paris or if they would of colony and survive. Get students to do the exercise and
like to go. Read the instructions and the topics to the class, then check the answers.
play the recording and then check the answers. After students finish, put them into pairs and tell them to
repeat everything they can remember about Peru. You
2 Read the instructions to the class. Get students to read the
might wish to make some true or false statements and have
statements. Put students into pairs and get them to try and
students call out the answers. For example, Lima is the capital
remember the answers together. Play the recording again and
of Ecuador. (False. It is the capital of Peru)
then check the answers.
3 Read the questions to the class. Get students to answer the Sound smart – Linking consonant-vowel
questions in pairs. Check the answers.
Read the instructions and play the examples. Put students into
After checking answers, tell students to close their books and
pairs and get them to do the exercise. Play the recording so that
try to remember everything they can that Emmanuel says
they can check. Confirm their answers. Play the recording again so
about Paris.
that they can repeat.
1–4 Before students begin, put them into pairs and tell them 3–5 Get students to do the exercises, playing the recordings
to take turns describing each picture. Explain that their where indicated. Check answers as a class after each exercise.
partner should listen and identify the correct picture. Play the At the end, you could write on the board these adjectives to
recordings as required and get students to do the exercises. describe pain, and ask students to check the meaning of any
After checking answers, get students to role play each they do not know: sharp, throbbing, stabbing, shooting, dull.
conversation from memory. Explain they can use the pictures
and the information on the page to help them. Learning tip
Emphasize to students the fact that they should not pretend
B Listening – Registering at a doctor’s to understand if they do not understand! It is perfectly natural
surgery among native speakers to ask for confirmation in this way so
they will not appear foolish.
1–2 Play the recording and get students to do the exercises.
After students finish, encourage the class to compare this E Speaking – Understanding the diagnosis
registration process in the UK with the system in their own
country. Do they know what documents and information they 1–2 You could do these exercises as a class and drill some of
need to provide? the phrases.
3 Play the recording, pausing it where appropriate. You could get
Did you know…? students to confer with a partner quietly after each statement
You may wish to also tell students that in the UK over 1.3 and then check answers as a whole class.
million people are employed in the UK’s National Health Service,
making it the largest employer in Europe and the third largest in Sound smart – Using stress to correct
the world, according to the specialist recruitment agents, NHS misunderstandings
Employers. The annual budget is around £100 billion. Explain Play the recording for students to notice the word stress. Play the
that the NHS was set up in 1948 and guarantees free healthcare second recording, pausing where necessary and check students
to all UK citizens (although people have to pay for medication stress the important words.
prescribed by their doctor).
Class bonus
C Listening – Finding out about health
Allow some preparation time for this exercise. Students who are
services playing doctors should review the language they will need to
1–3 Before students begin, give them time to look at the use when giving a diagnosis by looking at the audioscripts on
Cranfield House Surgery information leaflet. You might want p88. Students who are role playing patients can use the time to
to ask them to explain what they think each section covers decide what symptoms and illnesses they have. Rearrange the
(e.g. the Well Person Clinic gives simple health checks and desks in the classroom into ‘consultation rooms’. Tell students
advice on how to stay healthy). Play the recording as required who are patients to see as many doctors as they can. Tell them
and get students to do the exercises. to listen to each doctor’s diagnosis and advice, and remind them
If you wish, put students into pairs and get them to compare to repeat back the important information. Monitor and make
the health services offered at Cranfield House Surgery with a note of any errors you hear, to review later. Ask students to
those offered by the medical practice they attend. feedback on which doctor gave the best advice.
Extra practice
Encourage students to visit the BBC Learning English website
regularly throughout the course. Explain that it offers an excellent
source of online practice material, on a wide range of topics and
issues.
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not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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Real Listening and Speaking 4 by Miles Craven Teacher’s notes
1–2 Check students know what a green card is. If they do not,
refer them to the Did you know…? box. Play the recording
and get students to do the exercises.
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not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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Real Listening and Speaking 4 by Miles Craven Teacher’s notes
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not guarantee that any content on such websites is, or will remain, accurate or appropriate.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Listening and Speaking 4 by Miles Craven Teacher’s notes
Class bonus
You could prepare some situations on cards to give to students
for this role play.
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not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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Real Listening and Speaking 4 by Miles Craven Teacher’s notes