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0% found this document useful (0 votes)
223 views22 pagesListening Extra 1
Uploaded by
Mohamed EreenCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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/ 22
Unit 1 Personal informa
Your name, please
‘Warm up
© Draw a large square on the board and write Application form at the top. Ask students
what they might need an application form for (bank account, bus pass, etc}. Then put
students into pais and tell them to make a lst ofall the headings they might see on an
application form, Write First name and Surname at the top of the application form on the
board to start them off. When students are ready, tell thern to call out thelr ideas while
you write them on the board te complete the application form. Try ta cover all the
categories covered in the ‘Student details’ section of the ohotocopiable sheet.
Form filing: © Check the Key language Write on the board any words not already coveres that you think
your students may not know. Divide students into groups and give each grcup ane or two
USTENING ‘words to look up in their dictionary. Then have students explain the mesning oftheir
words tothe class Help witn understanding and give examples where necessary
FOCUS i Cee i :
Listening for speci Main activity
information
1. Tell students thet they are going to listen to a foreign student in the UK as she phones a
5} language schoo! to enrol on an evening class. Tel them to put their pens down and simply
TIME listen to the telephone coriversation setween the student and the receptionist. Emphasise
40 minutes that they should not make notes, but just listen, Play the recording.
(main activity 15 mins) 2 Put students into groups. Zell them to exchange any information they can remember
about the conversation.
3 Give exch studenta copy ofthe Student Enrciment Form. Tell students that they are going
bapldedteichines {® toiisten again. This te they must complete the form as they are the receptionist who
address, answers the call Fst, ge them tne to study the form and comolete any details they
application form, can romomber
course, date of birth, ‘When students are read, play the recording. Then tell students to compare ther answers
evening cass, ‘necessary, ply the recording again. Final, check students! answers
interested i, long, ae
nationality, occupation, ‘Student details:
postcode, school, ees
sre aia ep UO aES | 9.28
spelt stay, Couise detcis:
sumame; 129 lone bourse
Present tenses, can, 4 Ifyou wish say the recorcing again and have students listen and use thai form to gude
wil @) themselves through the conversation
PREPARATION Follow up
One photocopy for Put students into pats and give each palr a copy ofthe recording script for this att. Tell
each student orth them to practise the conversation together. When they ish, tl students to swap roles,
Finally, ll tucents to interview eachother using the application form on the based ram the
Follow up, one copy of Warm up activity 2s a gude. Explain that this time they must answer with ther own personal
the recording script for information. Monitor and provide help where needed,
every two students
(@) co [track 2
10
mom mM mm mom oo oom mom om en on on mom om om ome nm mmm mm me Cambridge Language College
EVENING CLASSES
Student Enrolment Form
To be completed for all new students
Student details
Sumame *
Firstname >
Nationality ©.
Language 4.
Occupation °.
Date of birth *
day month year
Address 9.
Postcode ".
Phone no.
Course details
French 121 Elementary] 131 Intermediate] 141 Advanced C1]
English 129 Elementary] 139 Intermediate] 149 Advanced _]
German 151 Elementary] 161 Intermediate[_| 171 Advanced _]
Spanish 159 Elementary!_] 169 Intermediate] 179 Advanced []
Japanese 181 Elementary] 191 Intermediate [1
Type of course short course] _ long course J
From Listening Exzaby les Craven © Carnbidge Universty ress 2004 GHP ee ares " Exchanging personal
information
ACTIVITY TYPE
Completing student
identity cards:
LISTENING
Focus
Ustening for specific
information.
TIME
35 minutes
(main activity 20 mins)
KEY LANGUAGE
to be born, boyfriend,
clever, company,
computer science,
curry, delicious,
engineering, guy, pass,
plate, salt, university;
Present tenses
PREPARATION
‘One photocopy (cut
up) for each group of
four students
@) CD HT] track3
12
Unit 1 Personal information
Nice to meet you
Warm up
‘© Ask students to raise thelr hand i they have ever stayed in a youth hostel. Encourage
them to explain what a youth hostet is in case any students don't know. If possible, put
students into groups to tak about their experiences in youth hoste's, Tell them to talk
about where they stayed, the people they met, and what they did there, You may wish to
tell therm about your own experience of youth hostels too, f appropriate
‘© Check the Key language. On the board, write any words you think your students may not
know. Put students into pairs anc tel them to use their dictionaries to identify the part of
speech of each word (noun, verb, adjective, etc). When they finish, review their answers
and ask volunteers to explain the meaning of each word. Give examples where necessary
Main activity
1. Explain to students that they will hear @ conversation between several people who meet in
@®) the wtchen of a youth hostel, Exolan that they must listen to the corwersation and note
each person's flit name. When students are ready, play the recording.
2 Have stuctents call out the frst names of each of the oeople in the recording, and write
them on the board: James, Per, Simone, Tikeyuki. Then put students into paies and tll
them to exchange any additional information they can rememver about each person.
3 Divide students into groups of four Give each student a elfferent international identity
@ Card, Give cach group 3 set of cards with the missing words anéohrases. Tellshem to
Spread the cards outon the table, face upiard sa they can reac ther, Explain tht they
are golng to listen to the ecorcng again. When tne hear 2 word or phrase thats missing
tram ther own Izmationa Iden Cate they shoud take the word or pase card and
put it in the correct place. Give students a few moments to study the words and phrases
on the cara, 0 tey can antcpate wrich anes to ston for
‘When students are ready, play the recording. Faly, check students’ answers.
Answer key E
James Kent, Arrerican New York Untersity, Mistery =
eam Thalong, Tha, Ascension Une a
° Simone Ciemeiit, French, the Sorbonre,
4 inthe same groups of four, tell students to role play the conversation. Explain they should
Use the information on their international identity Card to help ther, Encourage them to
recreate the conversation as exaclly as possible. When they finish, encourage them to
repeat the role play but this time to substitute the information on the international identity
Cards with their own ideas. Give students time to practise, then ask groups to volunteer to
role play their situation in front of the class
Follow up
Divide the board into two columns. Write Advantages of youth hostels at the top of one
column and Disadowactages of youth hostels at the top of the other. Put stucents Into pairs and
tellthem to choose one category. They should list all the arguments they can think of ether in
fevour of or against youth hostels. When they finish, have them write thelr ideas on the board
in the appropriate coluran. Encourage students to [ustify thelr reasons in an open whole class
debate.
mmm mmm mom mm mmm mmm
mom
= mom om
om
nm mm om ; INTERNATIONAL INTERNATIONAL
; IDENTITY CARD IDENTITY CARD
: STUDENT STUDENT
3 Name Pee.
: Nationality ... Nationality
; Place of study Place Of StUGY.asessseneeneeee
Subject . Subject ..
INTERNATIONAL
IDENTITY CARD
INTERNATIONAL
IDENTITY CARD
STUDENT STUDENT
4 1
2 PY Name Smee asemmnesimnneee fp Name ake
Nationality .. Reece i | Nationality ..
Place of study... Place of study.
Subject Subject
From distening xtra by Miles Craven © Cambridge University Press 2004 Qittenseecnen tes 13 i Unit 1 Personal information
What are you like?
‘Warm up
(© Write I think Iam... because ... on the board. As« students to think haw they would
describe thelr character to a stranger. Give an exarnple by describing your character to the
lass For example, I think Fam punctual because I never arrive late to class. Then put
students into grougs and tel them to describe their own character to each other. Make
sure they explain thei choices by giving examples.
‘© Check the Key language. Dictate any words you think your students may not know,
repeating each word twice as students write them dovin, When you finish, tll stuclents to
compare their spelling, Then choose one stucient to write their Ist on the board,
Encourage ther students to call out any corrections necessary. Give students afew
smiornent ta 100k up ary new words in ther dictionary.
LISTENING
Focus.
Listening for details,
listening for specific
information.
Main activity
1. Give each student a set of shapes. Explain they are going to do a psychology test to
@ eetermine their character and personality Tell them they must lsten to some instructions,
and follow them. When students are ready, play Pert‘ of the recording.
2 Explain that each shape represents certain character and personality talts. Tne number
3 @ they gave to each shape represents how closely they match that particular type of
TIME i character or personality Tel stucients that Part 2 of the recording explains what type of
So rawatad ‘character each shape represents, Tell them to listen and note three character adjectives
: saan nied they hear for each shape. Play Part 2 of the recording
mins
iain ace Give students time to compare their answers. If necessary, play Part 2 of the recording
again. After, check students" answers
KEY LANGUAGE = :
ambitious, creative,
crowd, desire,
determined, energetic,
enthusiastic, fade, goal,
overcome, preference, :
reliable, represert, 3. Put students into groups and tell
them to share their answers. Encourage them to discuss
single-minded, how accurately they feel the personelitytast reflected their character,
sociable, stable, L
sympathetic; Follow up
Put students into groups and tell them to think of a person, e.g. husband, wil, boyfriend
Language of opinion boss, empioyee, teacher, president. Tell them to write 2 paragraph deserising what
characteristics this person should iceally have. Monitor end provide hep as necessary. When
PREPARATION | students finish, tll hem to read their paragraph alcud to the class. Can the class guess which
type of person they are descriing?
One photocopy (cut up) Pee tee eet
for every four students
@) cp [i] tracks 4-5
14
mmm mm mm mmm mm mm
mom om om
m
m
nanan
mr rom Lstering Extra bytes Craven © Cambrisge University Press 2000 QTR Teg
15 ‘Matching i istration |
with descriptions,
Identifying key
information
LISTENING
FOCUS
Listening for the
main idea, listening
for detail
TIME
50 minutes
(main activity 25 mins)
KEY LANGUAGE
cage, big brother, dad,
family, father, grandma,
‘grondmother,
in the middie, letter,
little sister, mother,
‘mum, next to,
on the end,
on the feftright,
parents, photo, pretty,
summer, visit
Present simple,
question forms,
prepositions of place,
age
PREPARATION
(One photocopy (cut uP)
for each pair of
students; for the Follow
up, students should
bring a photograph of
‘their own family
@) cD [1] tracks 6-7
16
Unit 2 The family
This is my family
Warm up
‘© Tell stucents about your family, Say how many people there are, their ages, names anc!
sive one or two adcitional facts, Then tell students you are going to make same true and
some false statements about your family. Explain that they must recall the information you
gave them and call out Trae or False.
© Tellstucents to call out all the words they know connected with ‘Family’, and wrlte them
on the board. Review pronunciation, then check the Key language for any additional
words that you think your students may not know and write them on the board. Ask for
volunteers to explain the meaning, adding that they may refer to their dictionaries if
necessary,
Main activity
Put students into pairs. Give ore student a copy of The Vishna Family, and give their
@ partner a copy of the Blake Family. Cive students time to study theie pictures. Expisn that
they are going to listen to two people talk about thelr fami. They must isten and decide
which dialogue describes the family in their picture. Play the recarding. Then check
students’ answers
Answer key
‘Par.> The Blake Family.
“Pan 25 The Vishna Ferly
2. Gheeach sunt a set of name cards that corresponds io thelr pleure Expl that they
() are going tolsten agein, and that this time they must put each name card next to the
correct person in the picture. They must also write the age of each person in he space
arovided an ther name card, Play the recorcing
3. Telistudents to loka their partner's picture. Explain that they must lsten and check thelr
() partners answers. Pley the recording. Then check students’ answers
“Sains 15
The Vishna Faris
‘Nina 53, Tarek 28
4 Tall students to look at both pictures together. Give them one minute to study the
information, Then tall them to cover the pictures and remember as mary facts as they can
about the two families, such as Jerry Blake is 16 years old
Follow up
Tell students to make notes about thel own family. They should note how many people there
are, their ages, names and give one or two additional facts. Then put students into pairs to
tel each etner about the peopo in their fay. The works best Students can ring 3
hota oftheir amily Wren students Fish ether 9 find new pariner and tel hem
everything they can remember about the'r previous partner's family For example, luon hos @
sister colad Marla. She fourteen years old
Ce
An mnm an The Vishna Family
Name cards
<=
“ Ginter Unit 2 The family
‘Warm up
‘© Draw sma figures onthe board, ane male and one female, Wie Sant under the male
ee figure and Sally under the female figure. Expiin that Sam and Sally are about to have a
“Topi : aby. Put students into groups anc tell therm to think of all the ways Samm arc Sallie will
powitecanee change once the baby is bor, for example, they won'thave so much Free time, Students
THOSE Should also thing of practical detail, for exernple hey wil have to buy a pram.” After @
with anew Baby few minutes tell students to write their ideas on the board,
any check the Key anguage, Wire an the board any words not already covered that you think
your stucents may 70 know. Divide students into grouas and give each group ane or two
{words to lookup in hair dict onary, Then have students explain the meaning oftheir
‘words to the clas, Help with understanding and give exarnoles where necessary
LISTENING Main activity
FOCUS. S
Listening for specific
information
1. explain to students that they wil hear an extract from a radio phone-in programme.
@ Three people are calingin to describe how thei fe changed when they had a baby. Tel
studerts frst simply to listen. Make sure they put their pens down. When they are ready,
slay tne recording. After, put students ln pairs and get them to tell ther partner
‘everything they understood.
2. Give each student a copy of the photocopiable sheet. Explain that these are nates made
@ by the producer ofthe phone-in programme. Give them time to read the notes and enjoy
the cartoon, then explain they are going to listen to the radio programme again and they
must complete tne notes, Play the recording. Tell students to corypare their answers. Play
KEY LANGUAGE the recording agein, pausing after each call to review answers
TIME
50 minutes,
main activity 30 mins)
‘change anappy, #3
financial, pram, save
up, Soop, space, 3 Cal Ween
towel, toy, waste, P so da eee
% S “food, feed her, ee hi
worry, aller of ae i
Past tenses future Tel students that they ave going to listen again. This tre they must ston forthe acice
simple, modals of @® that each ofthe three callers gives. Play the cecording, Then tell students to compare thelr
‘obligation: Sai
PREPARATION
‘One photocopy for
each student ae
Follow up
Put stucents into groups af four and have them act aut the radio programme using their
notes to guide ther. Then encourage students to discuss the impact on ther Ives of having
4 dileren. I there are any students in the class who have children, encourage them to tak
| about thei experience. Perhaps put these students into groups where others have no
= children, so they can ask and answer questions. With younger students, ask them to discuss
shat thay thinks a good age to have chien, they wil continue working when they have
children, they wil stil eeep the same Friends
18 F
Children change everything
mmm mm mmm mm mmm mmm mmm
mmm mm
mm Cyala’s name oo
Vow life ran
jig whe eee
Tenge 10 BY!
Caller online 2
Name.
Child's name...
How life changed: Suddenly they
Things £00: eee eee
Caller on line 3
Name
Child's name...
How ti
fe changed: Suddenly they
Things around the house:
© “OK, OK Ive only got four pairs of hands.
From Listening Extra by Wiles Craven © Cambridge Unversity Press 2008 Qiafeteres ae te 9 Unit 2 The family
What shall we do with
Grandad?
‘Warm up
ae! «Put students into groups ofthe antl her to mak iso athe advantages and
ce us lsadvartages of ving with elderly elatves, Afzer a few minutes tll them to write thelr
ideas onthe bcard nd review them iogetner. ak about your grandparent, yeu have
ACTIVITY TYPE any, how old they are, where they live and especially how independent they are. Perhaps
Identifying errors, ‘ask students if any of them tive with their own grandoarents. Encourage them to share
aking tener their experience
‘ ‘* Check the Key language. Write on the board any words not already covered that you think
‘your students may not know. Divide students into groups anc! give each group one or twa
USTENING ‘words to look up in their dictionary. Tel students to write one example sentence using
FOCUS — each word to llustrate Its meaning. When everyone has finished, ell students to read
Listening for the aloud the'r sentences to the clas, who must try to guess the meaning of the word.
‘hain idea, listening 7 Pe
for specific Main activity
information ‘1 Explain to students that they will hear a man called James talk about an ergument that he
(@ had with his sister, kate, Tel them first to simply listen, Wake sure students put their pens
iE down, Wher they are ready, play Part 1 ofthe recording. ite, get students to tell their
TIMI partner everything they understood.
‘50 minutes
(main activity 30 mins).
Give each student a copy of the summary (they are all identical. Give thern time to ead
the information, then explain that thay are going to listen again and they must find six
factual errors. Play Fert 1 of the recording again,
KEY LANGUAGE Then tell students to compare their answers. When students are ready, play the recording
blame; care worker," agai tein students to cal out Stop" whenever they hear a factual error
convinced, cope, = :
depressed, fallout,
forgive, funeral,
heart attack, hire,
nursing home, panic,
stroke {noun}; x i =
Past tenses, conditionals 3 Tellstuders that they are gong to hear Kates sido the story. el the to tnd tree
@ teesons why Kaveh want to ook after her father Play Part 2 ofthe recorcing Put
Stes sto comoee ter arses lorena checng tem ogee
“Rolie yours age
Pann)
PREPARATION :
Or ote it a Answer key &
eee ees eae:
FOE Iie SESE She ade want 0 crap the House urn 2h
@ co [ft] tracks9-10 downstairs bathroom.
a ‘She didn't feel comfortable with the Hest taki
hin
<4 Finally ut studensinto groups o three and give exch group asetof Emotion cards Tel
them to check the meaning of any words they don’t know in their dictionary. Exalain they
should discuss which words apply to Jarmes and which apply to Kate. When students are
ready get ther to exchange their ideas in a class discussion. Accept any suggestions that
students can justly,
Follow up
Divide the class nto two halves Tell ore half ofthe clas, working i airs or small groups to
stall he arguments fr putt ad people who ae sick nt nursing homes, Tell the cther
haf tolst al the reesors wy enloren shoul care fr their sick parents hen sudents are
ready, mi the groups and have them explain thet easons. Fish by tating show of hanes
to'see who woul lock after a sick elatve and who woul not
20
mmm mm mma mm mmm me
mom
nm mm om
m Summary
James’ father became ill twelve years ago. He was 75 years old, and living
alone at the time. One February James visited to find his father lying on
the kitchen floor. His father had had a stroke, and spent two weeks in
hospital to recover. James couldn't look after his father as he was out at
work all day. His sister Kate wouldn’t look after him. So when he came out
he went into a nursing home. James visited his father at weekends, but
Kate visited about once a month. Their father died of a heart attack five
months later.
James’ father became ill twelve years ago. He was 75 years old, and living
alone at the time. One February James visited to find his father lying on
the kitchen floor. His father had had a stroke, and spent two weeks in
hospital to recover. James couldn’t look after his father as he was out at
work all day. His sister Kate wouldn't look after him. So when he came out
he went into a nursing home. James visited his father at weekends, but
Kate visited about once a month. Their father died of a heart attack five
months later.
James’ father became ill twelve years ago. He was 75 years old, and living
alone at the time. One February James visited to find his father lying on
the kitchen floor. His father had had a stroke, and spent two weeks in
hospital to recover. James couldn't look after his father as he was out at
work all day. His sister Kate wouldn’t look after him. So when he came out
he went into a nursing home. James visited his father at weekends, but
Kate visited about once a month. Their father died of a heart attack five
months later.
<
Emotion cards
resentful pressurised
selfish caring
from Listening Ext by Mies Creven © Cenbrig Univers Press 2008 GIRS SSe aT 21 Unit 3 Daily activities
Welcome to Language
International
Warm up
© Write Learning English on the board and put students into grouss. Tell them to discuss
their own current experience of learning English. How much do they study? Do they enjoy
studying? Why are they !earring English? Put them into groups and tell them to compare
their experiences.
Allanguage course
timetable
ACTIVITY TYPE © Check the Key language, Dictate any words you think your students may not know,
Completing notes. repeating each word twice as students write the words down. when yau finish, tell
students to compare their spelling, Then write each word on the board so they can check
thair spelling, Give students a few moments to look up any new words in their dictionary,
LISTENING
FOCUS Main acti
Listening for specific
information
y
1. iglain to students that tey are gong te listen to an introductory talk to a group of
@ students ona language course nthe UK. Tell them to listen and wre the name snd Job
tile ofeach of the three people they hear. Pay the recording, then check students
TIME answers. ‘
35 minutes Reset i
(main activity 15 mins} Is Watson ~ Centre Manage
Miss fates, Director of Studies
KEY LANGUAGE Sie Browe'< Socal Organiser z re
break (noun), class, 2. Give each student a copy of the Weekly Timetable and give therm time to study it, Exolain
‘culture, current affairs, B) that they are going to listen again, but this time they must complete the notes as if they
folios ae : ‘area student istening to the talk. Pay the recording,
i Then tell students to compare their answers, Play the recording again to review answers,
jones lari with students shouting ‘Stoa¥ when they hear the key information,
lesson, library, news,
presentation skills, S = Answer key
coe Gees
peaven
at0e) been
pronunciation, review, Se etehcutue: temproblens< gibar
timetable, tour;
vocabulary development, | 3. Askstudents a few questions about the timetable, such as Hien is voarbulary
; development? (11.00 0n Tuesday) of What subject do students have on Friday moming at
wonderful; 9 ami? (Writing skills} Then put students into pairs and tell them to ask and answer
present simple, y ‘questions about the timetable.
future simple
" Follow up
Puestudents into groups and tel them to design the perfect weekly timetable for learning
PREPARATION English. Encourage them to include all the lessons and skills they think are most useful, and to
One photocopy for each add social activities too. When groups have finished, tell them to present their ideas to the
student clas,
@ cv [i] track 11
22
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y Pe 20a 6 Mt Seacudtie
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yaloig Auagr | anoy Burn |—08"E L
= NID wut
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Ape2M ADLUWIDIS, Burjoads | Aupjnqnoo,, Burjoads |—00° LL
woo uloqug SuIDYO sis] Asoyosoqoi| og'oL
UOPUOT 0} | P4QYXO 0} | — Jayndwiog 7 uray] 4 queuno Buippay| = abonbunq| —sp6
dun hog | dua 40g I Sus Sus aonooid}| Sy"
uonplounuolg | Gurusysi] | uonDyuaseig| —sowWDJN | —00°6
4
Appuns | Appan3ns, Avpias | Appsanut, [Anpsaupam ( Appsany Avpuow
[ aiqnyews Ape
‘9 Mogy wy}
eH \ Ee ‘apvab yong Jo g e
owes ay} Wo p MF 9} 4791,
aluuojJBoid uatuLuns — jouoHoUe}U] aBpnbu0q
23
ie Urversty Press 004 GARR seuaeere
& cambri
tra by Wiles Craven
From Ustenng | TOPIC
Jane Goodall,
chimpanzee =
researcher
ACTIVITY TYPE
Completing notes
LISTENING
FOCUS
Listening for specific
information
TIME
25 minutes
(main activity 15 mins)
KEY LANGUAGE
beans, bother with,
branches, chimp,
crow, forest, have teo,
have supper, jump,
Jungle, magical,
‘open fire, rest (verb),
settle down, sunset,
tiredness, tring,
typical;
Present simple, dally
routines
PREPARATION
One photocopy for
each student
@ cp {il track 12
24
Unit 3 Daily activities
A day in the life of ...
‘Warm up
‘© White Chispanzees on the board, Put students into pairs and tell them to make alist of
everything tney know about them (where they ive, what they eat, etc.). When they are
ready have thern wrte their ideas on the board.
‘© Check the Key language. On the board, write any words not already covered that you think
your students may not know. Put students into pairs and tell hem to use their dictionaries
to identify the part of speech of each word {noun, verb, adjective, etc.). When they finish,
review their answers and ask volunteers to explain the meaning of each word. Give
‘examples where necessary.
Main activity
1. Explain to students that they will hear an extract from a press interview with Or Jane
@) Goodall, a famous authority on chimpanzees. She has researched their behaviour for over
forty years, living with the chimps at Gombe Game Reserve in Africa, She stil goes there
often, as wel as traveling the world to promote widife protection. Tel thern fist to listen
and simply count how many questions the reporters ask. Make sure students put thelr
pens down. Winen they are ready, play the recording,
‘Answer key :
“Thereporters ask seven questions.
Give each student a copy of the photocopiable sheet. Give them time to study the notes,
‘then explain that they are going to listen to the interview again and they must complete
the notes. Play the recording.
&)s
Then tell stucients to compare their answers. When students are ready, play the recording
again, telling students to call out ‘Stop!’ whenever they hear the key Information
> Answer key
645 bore efolowing
4730 © ghsansliomatdés “Bournemouth
ee ee
3. Put students into pairs and tell them to repoat everything they can remember about
Dr Jane Goodall, using their notes to help them.
Follow up
‘© Put students into gairs and tell them to write a summary of cay in the life of Jane
Goodall, using the notes as a guide. Explain that they should include five factual errors
eg. She gets up at seven am), When they finish, have students read thelr suremaries to
thelr partners, who must listen and correctly identity al ive errors
Tell students they must each choose to be a famous person. Then put them into palrs and
have them interview each other about a typical day in thelr ves. You may wish to
bralnstorm ideas for questions before they begin
Note: The part of Jane Goodall an the recording s played by an actor. QOOWVWVWV9O0
Thursday 23
Interview with Jane Goodall
A typical da
Stays in a place called Gombe / gets
up at # am.
Breakfast — > _ and coffee.
Finds chimps and spends the day
7 them in the forest.
Very ticing, but always interesting.
Lunch — nothing.
Hardest part ~ when feels most tired at around 4
a
A 4upical day in the UK,
Lives in P___
Breakfast at! am.
Before breakfast, works for | hours.
especially ones from K
Has ! with family in the late afternoon.
Then goes for a walk with her ™
Supper, then work,
Spends morning and afternoon writing letters — replies to all,
pm.
Stops following chimps when it gets © and they start to
settle down for the night.
Goes dark by fm.
Swims in Lake Tanganyika.
Typical dinner — cooks 9 } Onions and over an
open fire.
From Ustering ext by les Craven © Camriige universty Press 2004 QUIS eee
25 ACTIVITY TYPE
Ordering pictures,
taking notes =
LISTENING
Focus
Listening for details,
listening for specific
information, listening
for opinions
TIME
30 minutes
(rain activity 18 mins)
KEY LANGUAGE
chant, cleanse,
creative, freezing,
inner peace, kid (verb),
leaflet, massage,
meditate, meditation,
‘monk, nature, prayers,
refresh, relaxing, soul,
spirit, unwind, yoga;
Future tenses,
language of preference
PREPARATION
‘One photocopy for
each student
<2) Cp [T] track 13
26
Unit 3 Daily activities
Time to refresh your soul
Warm up
plain to students that a spiritual retreat is a place where people can go to escape from
the pressure of the modern world. Tel them some people choose ta use their holiday time
to go on these retreats. Put students into groups and tel them to make a list of reasons
why someone may want to ga on a spiritual retreat {to relax, get away fram work, family,
‘ther personal problems, etc |. Encourage them to share whatever they know about this
concept,
‘© Check the Key language. Write on the board any wards not already covered that you think
your stuclents may not know. Divide students into groups and give each group one or two
words to look up in their dictionary, Then have students explain the meaning of their
words to the class. Help with understanding and give examples where necessary,
Main activity
1. Give each student a copy of the photocopiable sheet. Give them a few moments to study
@ the pictures ana try 0 dentiy each activity then ial them they are going to listen to a
conversation between a monk at a spiritual retreat and a visitor, who Is just waking up on
her frst morning. Tel students to listen and numer the pictures in the order they hear
the actives descrived They should write the number inthe box Play the recording
Answer key
‘The orlet is; hy Fd, ae bie
Now tell students they are going to listen again. Ths time they must ad the time each
activity takes place. They should write this on the dotted line. When students are ready,
play the recording.
@)w
Answer key ee
@1000-\200am bo0C-donpm e530pm. dé
#7.00-8.00am: g1.00-2000m hos700 wn 1400-5.00 are.
3. Tall students they wil listen once more. This time they must listen to see if the visitor is.
(g) looking forward to each activity. They should put a tick {¢) if she is looking forward to the
acthiy oF cross the st
“Answer key ee ean
ae BY ee dk ek IA er he
Follow up
Put students into pairs anc have them tell each other which activites they would enjoy and
which they wouldn't, Ask them to tell each other if they would go on this type of holiday or
not, and give thelr reasons. Finssh by taking a show of hands to see who would go an this
retreat ard who woulda’ LEVEL :
Elementary
TOPIC
Renting a flat
ACTIVITY TYPE
Matching, form —
filing
LISTENING ©
Focus
Listening for details,
listening for specific
information
TIME
50 minutes
(main activity 20 mins)
KEY LANGUAGE
bathroom, bedroom,
bil, chair, comfortable,
desk, (semi) detached,
dining room, dishwasher;
estate agent, flat, i
hall, huge, Kitchen, light,
lounge, lovely, mirror,
‘move in, new, opposite,
shower, sofa, study (verb),
table, toilet,
useful, wardrobe,
washing machine,
window, wonderful,
work (verb);
Present simple, question
forms, prepositions of
place
PREPARATION
One photocopy (cut up)
for each student
@) cp ff] track 14
Unit 4 Homes
When can we move in?
‘Warm up
‘* Ask students to call outall the cifferent rooms in @ house lounge, kitchen, etc) and write
‘ther on the board in a row along the top. Then put students into groups and tell them to
list as many things found in each room as they can think of. When students are ready, have
them write their ideas on the board in the appropriate colurn.
© Check the Key language. On the board, write any wards not already covered! which you
think your students may not know, and tel! them to mark the word stress. Encourage them
to use their dictionaries to help them, and to check their meaning. Finish by modeling
pronunciation and having students repeat in a choral dil
Main activity
1. ell stucents that they ace going to listen to an estate agent show two foreign students
@® wound a flat they are thinking of renting. Give each studert a copy of the Floor plan, Tell
them that they mustlisten and write the narne of each room in the correet place on the
Floor plan. Play the recording.
Sieh
2 Tell students to listen again, This time they should listen and write the name of two items
@® they hear mentioned for each room. Play the recording
fe
Soinre? telephone:
to study the form and complete any details they can remember. Then play the recording.
“Answer keys
Address: S HigherattiCoure ©
= Pte: 6550 perma
Follow up
Putstudents into groups of three. Tell two students that they are the couple renting the fiat,
‘while the other students the estate agent. Explain that after a few weeks there are many
problerns withthe fat, (Give a few ideas, such as no hot water, no heating, the washing
machine doesn't work, etc.) Explain thatthe couple renting the ft go to speak to the estate
agent about the problems they are experiencing. fel students they have to prepare the
Conversation thot takes place. Give them sulficlent time to think of ideas and practise, then
have each group role play their conversation to the cls. Floor plan
Grabbitt & Run
Property Rental Agency
Accommodation
Specifications
Address: .... Highcroft Court, Winslow, Cheshire $L10 5DQ
Price: £. . per month
Bills included: Yes / No
‘Type of property: Flat) Semi-detached|_] Detached 1]
Details:
A small but comfortable property situated in this popular city centre location. The
accommodation includes entrance hallway, lounge with separate dining room,
bathroom, kitchen, and one bedroom.
Washing machine
| Dishwasher
Television
Video recorder
ooo0o00
Telephone
From Listening Extra Mies Craven © Cambridge Unversity Fress 200 Qe aye
29 Intermediate
Topic.
Describing a‘room
ACTIVITY TYPE
Spot the difference,
‘taking notes.
LISTENING
FOCUS:
Listening for details:
TIME
45 minutes Z
(main activity 20 mins). .
KEY LANGUAGE
adventurous, atlas,
celebrity, clue,
coffee table, corner;
cultured, elegant,
fon (supporter);
handbag, leather,
lounge, luxurious,
‘marvellous, mystery,
sofa, state-ofthe-art,
studio, superb,
taste (noun), viewer,
wonderful;
‘Modals of deduction,
adjectives,
prepositions of place
PREPARATION
‘One photocopy for
each student.
@) CD(T] track 15
30
= luxanous
Unit 4 Homes
Celebrity house challenge
‘Warm up
© Tell students thet you are going to describe your favourite room at home and that they
‘must listen and craw what they near. Then describe the roam to them, as students listen
and draw on a piece of paper. Wher you finish, tell hem to compare thelr pictures. Then
repeat the description whi'e you draw the room on the board. Finally, explain why this
room is your favourite. Perhaps put students inta groups and tell tiem each to describe
the'r favourite room at home and explain their reasons.
© Check the Key language, Dictate any words you think your students may not know,
repeating each word twice as students write ther down. When you finish, tell students to
‘compare their speling. Then choose one student to write thelr list on tre board.
Encourage other students to call out any corrections necessary. Give students a few
‘moments ta fook un any new words in thelr dictionary,
Main activity
1. Explain to students that they are gong to Isten toa TV presenter describe a room ina
famous person's house. Give each student a copy of the photocop able sheet. Give them a
few moments to study the picture, Explain that there are six aifferences between the
description of the room they are going to hear ar the picture, Tell hem they must listen
carelully and circle the sx differences. When students are ready, play the recorcing. If
necessary, pley the recording a second time.
2 Direct students’ attention to the nine adjectives on the right of the ehotocopiable sheet
@ Explain that they are going to listen again, but this time they must listen for these
adjectives only. they should number the adjectives in the order they heer them, one to
nine. Give students afew moments to study the adjectives, then play the recording,
‘Answer key
i 2vonderl
@maryellous Sadventurnux
T huge: ‘Bheaubiul
3. Finally, tel students to listen once more and to write down what e2ch adjective
@ desenbes.
SnoaWer Rep
Vtichone | 2thelourge
a B the mystery lamou:
‘Bthe flowers.
Follow up
Put students into pairs and tell them to think of a famous person and invent a description of @
‘roam in their house, including several clues. When they are ready, tell pairs to read their
