ISESOL TeacherBook A1 A2 PDF

International Spoken English for Speakers of Other Languages
Teachers Book 1 Preliminary/Access

City & Guilds, the UKs leading provider
of vocational qualications, is a global
organisation with over 8500 centres
in 100 countries. Offering awards at
progressive levels across a wide range
of industries, City & Guilds enables
individuals and organisations all over the
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international qualications on our
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of equal opportunities, and we are
committed to satisfying this principle in
all our activities and published material.
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statement Access to assessment is
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First edition published 2004
This edition published 2009
Reprinted 2010
2009 The City and Guilds
of London Institute
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City and Guilds of London Institute
ISBN-13: 978 085193 157 9
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Cover and book design by CDT Design Ltd
Implementation by Phil Baines Studio
Illustrations by Jane Smith
Typeset in Congress Sans
International Spoken English
for Speakers of Other Languages
Teachers Book 1
Preliminary/Access
Contents
Introduction to Teachers Book 1 6
Introduction to Student Book 1 8
Part 1 Giving personal information
Units
1 Sounds interesting 12
2 Letters 17
3 Numbers and dates 22
4 Colours 32
5 Family 38
6 Hobbies and interests 41
7 Home and home town 46
8 Occupations 51
9 Languages 55
10 Weather 61
Part 2 Social situations
Units
1 Greeting, exclaiming and saying goodbye 70
2 Asking and answering questions 77
3 Describing people, things and places 83
4 Expressing likes, dislikes and preferences 89
5 Asking for and giving directions 92
6 Shops and restaurants 95
7 Apologising and forgiving 103
8 Accepting and refusing offers 107
Part 3 Exchanging information
and opinions
Units
1 Same and different people and things 114
2 Patterns and shapes 120
3 Same and different actions 124
4 Whats in your picture? 129
5 Plans, maps and routes 132
6 Diaries and arrangements 136
7 Making plans 141
8 Questions and answers 144
Part 4 Presenting a topic
Units
1 People 152
2 Clothes 156
3 Books, music and lm 160
4 Places 164
5 Food and drink 168
6 Machines and technology 172
7 Sports and games 176
8 Keeping records 179
Exam information and interlocutors scripts 185
Spoken English for Speakers of Other Languages
Introduction to Teachers Book 1
This teachers book is part of a new and
comprehensive range of support materials
created for the updated and revised
International Spoken ESOL qualication.
The ESOL and Spoken ESOL awards are
now available across all six levels of the
Common European Framework.
City & Guilds Common
Qualications European
Framework
Mastery C2 Mastery
Expert C1 Effective
Operational
Prociency
Communicator B2 Vantage
Achiever B1 Threshold
Access A2 Waystage
Preliminary A1 Breakthrough
Support materials for Spoken ESOL include
three student books (each of which covers
two levels), three teachers books and a
set of three CDs which support the units.
The recordings are not intended to be
listening comprehension activities as
such. They are examples of natural spoken
English and serve as models for students
to learn and produce in appropriate parts
of the Spoken ESOL test.
As authors, our aim has been to create
materials that both help students to
improve their spoken English and serve
as preparation for the Spoken ESOL exam.
With years of experience as examiners
(and as moderators of examiners), we
knowexactly what the examiner is
listening for in each part of the test and
are very happy to share this expertise
with you and your students. We hope that
this book will make test preparation, and
English language learning and teaching in
general, more enjoyable and successful.
ESOL and Spoken ESOL scheme
handbooks are also available from City
& Guilds and will be extremely helpful
to all teachers. These complement this
teachers book, explaining the format
and features of the tests at the six levels;
they also contain the syllabus and lists
of topics, functions and grammatical
structures for each level. City & Guilds is
also producing a guide for interlocutors,
designed to prepare interlocutors for
all aspects of administering the Spoken
ESOL tests. It is also a valuable aid for
teachers who are preparing candidates
for the tests. A booklet of sample
examinations for these qualications
is also in preparation.
offers guidance for teachers using Book 1
Preliminary/Access with their students.
Its design is largely the result of what
teachers have told us they would like.
Looking at the teachers book, you will
see everything your students see in the
student book, plus tips and advice for
delivering the units. The idea is that you
and your students work together towards
their success in the Spoken ESOL test,
as you help them develop growing
competence and condence in the
communicative use of spoken English.
The books have been divided into four
parts, mapped to the four parts of the
Spoken ESOL test. There is no need to start
at the beginning and work through the
book to the end. The Spoken ESOL test is
a prociency test, not an achievement
test; there is no need to cover all units or
to approach them in any particular order.
Your students may come from different
backgrounds and their abilities and skills
may vary. You will probably be using this
book in conjunction with other materials,
some of which you have created yourself
to meet your students needs. You will
6
7 Teachers Book 1
Introduction to the teacher
no doubt wish to devote more time to
certain language skills than to others with
particular groups of students, and will
want to use the units as you judge best.
The timings and procedures suggested
have been trialled in monolingual and
multilingual classes of various sizes (thank
you to those who have been involved),
and they seem to work very effectively.
However, they are there for your reference
only; please feel free to follow, adapt or
abandon them as you see t. You may be
a relatively new teacher of English or you
may have many years of experience in
any event, you are in control of your own
classroom and are best placed to decide
how to use the units. There is no one
prescribed teaching method which has
to be adopted by teachers using this book,
but we have found that the Engage/
Study/Activate model described in
Jeremy Harmers How to Teach English
(Longman, 1998) works particularly well,
and have adopted it in structuring much
of these books.
Many exercises in this book suggest that
the student works with a partner or as
part of a group. The Spoken ESOL test
does not involve pairs of candidates; the
candidate speaks only with an interlocutor.
We have included lots of pair and group
activities not to replicate the test, but to
give students the maximum opportunity
to practise the language skills they will
need in the test and in real life. The topics
and task types are based very closely on
those the students are likely to encounter
as candidates in the Spoken ESOL test,
and the units are designed to encourage
students to develop their speaking skills
to match the assessment criteria at
Preliminary and Access levels.
The transcripts of the CDs have been
integrated into the Teachers Book for easy
reference but are printed in a section at
the end of the student book for revision
purposes. Additionally, for some of the
exercises,we have supplied possible
answers (given in red) that appear only in
the Teachers Book. These are intended to
aid you, but are not denitive and, in many
cases, such as alphabetical lists of cities,
numerous additional answers will be
provided by your students.
Tips from the examiners
The Tips from the examiners given in the
introduction to each part of the student
books offer the student advice specic
to that part of the test, and we have
expanded on this advice in the teachers
introduction to each part. The assessment
criteria effective communication,
accuracy, range, pronunciation and
uency are applied throughout the test.
The candidate is assessed both on overall
performance (a global mark) and on
performance in each of the four parts;
nobody passes or fails on the strength
of any one assessment criterion. Certain
parts of the test naturally invite a greater
emphasis on certain of the criteria and
the notes relating to each part of the book
will advise teachers on ways of helping
their students/candidates make the most
of the learning opportunities that these
books offer.
At the end of this teachers book, we
have included a sample test within the
Interlocutor Framework at both the
Preliminary and Access levels. These
samples will enable you to see the
differences between the exams at these
two levels. However, the differences will
be not only in what candidates do but also
in how competently they do it. The student
books do not contain the sample tests but
do provide the student with descriptions
of the exam at each of the two levels
covered by the book. The two sample tests
included here can be used to give your
student the advantage of a mock exam.
Introduction to Student Book 1
The activities in this book give you a
chance to practise speaking English.
They build on the vocabulary and
grammar you already know and help you
learn more. The exercises are designed
to build your condence in key areas:
effective communication, accuracy,
range, pronunciation and uency.
You will nd that the activities in this book
give you maximum opportunity to speak
with other students in groups and in
pairs. Speaking with other people is what
helps you to use English with condence,
and we hope that these activities will be
useful to you and will also be fun. The
book has written exercises with spaces
for you to make notes of your answers or
opinions before you discuss these with
someone else. There are CDs to help
you improve your pronunciation and
develop your communication skills.
Many students who use this book will be
candidates preparing for the City & Guilds
Spoken ESOL test at Preliminary or Access
level. These tests give you a chance to
show your skills in speaking English and to
gain an internationally recognised
qualication. The levels of the City & Guilds
ESOL Qualications, and of the materials in
this book, correspond to the Common
European Framework.
City & Guilds Common
Qualications European
Framework
Mastery C2 Mastery
Expert C1 Effective
Operational
Prociency
Communicator B2 Vantage
Achiever B1 Threshold
Access A2 Waystage
Preliminary A1 Breakthrough
If you are interested in taking the Spoken
ESOL test, your teacher can help you to
decide which is the best level for you.
Together, you can use this book to prepare
for the test.
Whos who in the Spoken ESOL test
The candidate, thats you, is the focus
of the Spoken ESOL test. There are four
parts to the test, and the four parts of this
book are specially designed to help you
practise the skills you need for each part.
In the test you will be invited to answer
questions about yourself, play out real-life
social situations, exchange information
and opinions, and give a short talk on a
familiar topic.
Your partner in the test is the interlocutor
(a teacher). The interlocutor is there to
run the test and help you do your best.
He or she does not correct any mistakes or
give you marks.
The examiner is not there on the day
of the Spoken ESOL test. Your test is
recorded and sent to an examiner trained
to give you marks in the key areas you will
practise when you use this book: effective
communication, accuracy, range,
pronunciation and uency.
The writers of this book are teachers with
years of success in preparing candidates
for the City & Guilds exams and are also
Spoken ESOL examiners. They are happy
to give you and your teacher advice to help
you prepare for the test. Before each part
of the book you will see Tips from the
examiners. You can use the good advice in
these sections to prepare for the test with
condence.
8
9 Part 1 Giving personal information
Introduction to Part 1
In Part 1 of this book the focus is on giving
personal information. The exercises are
relevant both in real-life situations and
in preparation for the Spoken ESOL test.
In Part 1 of the test, the interlocutor will
ask candidates about their background,
daily experiences, likes and dislikes.
Candidates will always know the answers
as the questions are about them. What
the examiner will be looking for is how
freely the candidate is able to speak
when giving personal information.
At the Preliminary and Access levels
candidates are expected to demonstrate
the ability to give simple answers
appropriate to the questions asked.
Short, even single-word, responses may
well be adequate for some questions.
The candidate is not expected to ask
questions in this part of the exam.
However, if there is anything that a student
does not understand, he/she should ask
the interlocutor to repeat or explain.
There is a specic focus on pronunciation
in Part 1, and units are geared to the
study and practice of individual sounds
and the accurate pronunciation of words
and phrases.
Familiarity with the English phonemic chart
will be invaluable in helping learners to
recognise and aim to produce accurate
pronunciation. Arecording gives examples
of these sounds in standard British English.
There are also recordings of people giving
accurate responses to prompts of the type
candidates will meet in the Spoken ESOL
test. These recordings will help students
learn and practise the relevant language
structures and vocabulary to give their
own responses.
Both teacher and student will know in
advance some of the things required in
Part 1 for example, each candidate
will be asked to give the spelling of his
or her name. Spoken ESOL candidates
are not expected to produce sounds
that replicate exactly those produced
by native speakers. The essential thing is
that utterances are as clear as possible.
While candidates should be able to
answer personal questions without
much hesitation, it is natural to pause for
thought. They will sound more uent if
they are familiar with certain expressions
commonly used to ll silences. You can
help them by giving them practice in using
such communication strategies.
1
10
Student book This book
Introduction to the student 9 11
Units
1 Sounds interesting 11 12
2 Letters 13 17
3 Numbers and dates 15 22
4 Colours 20 32
5 Family 22 38
6 Hobbies and interests 24 41
7 Home and home town 27 46
8 Occupations 30 51
9 Languages 32 55
10 Weather 35 61
1
Part 1 Giving personal information
It is important to be able to speak uently
about yourself. This is often essential in
real life for study or work, for travel and
leisure, for getting to know people who
use English. The units that follow are
designed to help you to build the language
skills you need to talk about yourself
uently and condently.
You will be given the chance to talk about
topics you know well: family, friends and
home town, important dates in your life,
your hobbies and interests, the languages
you speak and so on. Take the chance
to express yourself freely, to use the
language you know and to learn more
English as you go on.
In Part 1 of the Spoken ESOL test the
interlocutor will ask you a few questions
about yourself. You will always know the
answers to the questions because you will
be speaking personally. If there is anything
you dont understand, ask the interlocutor
to repeat or explain. Remember, there
are no right or wrong answers what is
important is the way you use English to talk
about yourself.
You will know some of the questions the
interlocutor will ask you, like the spelling of
your name. Practise the pronunciation of
individual sounds in English as often as you
can so you will start the test with
condence. The other topics will all be
things you know a lot about work with
your teacher and fellow students to make
sure you know the English words for these
people, places, things and activities.
Sometimes your answers may be short.
Thats ne, but it is always good if you give
a little more information. You will be able
to answer some questions immediately,
but sometimes it is natural to pause to
think about things. You will sound more
uent if you use certain expressions to ll
silences while you are thinking. The units
that follow will give you some ideas.
11 Part 1 Giving personal information
Introduction to the student
1 Sounds interesting
Engage the students interest in learning to use accurately the sounds
system of English. One way of doing this is to ask them which sounds
may be unusual and difcult for learners of their language(s). (23 mins)
Instruct the students to look at the phonemic chart. Tell them not
to worry if this looks strange and unfamiliar; the recording will give
examples of the sounds and they will have plenty of chance to practise.
Play the recording and give the students the chance to repeat any
sounds they nd difcult. (510 mins)
1 Pronunciation is a very important part of speaking a language.
How do we say the different sounds in English?
Look at the chart of English sounds if you know how to say them it
will help you to pronounce English words. Look at the phonemic chart,
listen to the sounds and repeat what you hear. 1
1
Female voice /i:/ as in green, deep.
Male voice /I/ as in big, pink, thin.
F // as in bush, foot.
M /u:/ as in blue, shoe, you.
F /e/ as in red, head, pen.
M // as in silver, a, the.
F / :/ as in purple, word.
M /:/ as in walk, tall.
F // as in black, fat.
M / / as in cup, run, love.
F /a:/ as in far, dark.
M / / as in hot, orange.
F /I/ as in clear, near.
M /eI/ as in grey, day.
F // as in jewel.
M /I/ as in boy, toy.
F // as in old, gold, go.
M /e /as in fair, hair.
F /aI/ as in white, nice.
M /a/ as in brown, loud, down.
F /p/ as in pipe, paper, pepper, purple.
M /b/ as in baby, bubble.
F /L/ as in total, tomorrow, tea.
M /d/ as in did, deed, day.
F /L/ as in church, chart.
M /d/ as in judge, jury.
F /k/ as in kick, cow.
M /g/ as in get, big, gure.
F /f/ as in fair, cough.
M /v/ as in velvet, river.
F / / as in thanks, thin, bath.
M // as in the, sunbathe.
12
F /s/ as in sister, pass.
M /z/ as in rose, zoo.
F // as in shine, sure, shoe.
M // as in beige, pleasure, leisure.
F /m/ as in me, meet, memory.
M /n/ as in none, sundown.
F / / as in singing.
M /h/ as in hello, hot, he.
F /l/ as in lilac, yellow.
M /r/ as in red, hurry.
F /w/ as in we, weather.
M /j/ as in yellow, you, yes.
Vowels
i: I u: e |:
me, see him, big wood,bush you, soon them, yes the, brother work, turn
: I a:
saw, for hat, cap sun, run car, dark hot, not
Dipthongs
I eI I eo aI a
near, dear stay, pay pure, tour toy, boil go, no hair, share my, high cloud, out
Consonants
p b L d L d k
pay, lip baby, be tea, put deep, had cheap joy, bridge kick, cow
g f v s z
go, dig for, leaf very, live thin, path then, that soon, miss zoo, lose
m n [ h l
shoe,push leisure me, mum none, no sing,bring hot, hand love, call
r w j
rat, ear we, web yes, you
13 Part 1 Unit 1
Sounds interesting
Instruct the students, individually, to circle the sounds they now think
they can pronounce. Ask them to give examples of any words they know
which have the sounds in them. Encourage the students to try to nd out
what they know. The pronunciation of English isnt easy and theres
nothing wrong with making mistakes as a natural part of learning (there
will be plenty of opportunities to check correct pronunciation in the
units in this book). Monitor, and tell the students not to worry if they
are sure of only a few of the sounds at this early stage. (5 mins)
2 Put a circle round the sounds you think you know how to produce.
We have given examples of words that include the different sounds.
Can you think of two or three other words that have the sound in them?
Instruct the students to work in pairs. Encourage them to help each
other to practise the sounds and to work together to circle as many
sounds as possible. (510 mins)
3 Compare your answers with a partner. Together, how many of the
sounds do you know? Do you have any of the same words as examples?
Instruct the students to listen to the recording and check if the sounds
they circled (and some of the words they used in the examples) were
the same as those they hear. (5 mins)
4 Listen to the recording and tick the sounds that you and your partner
pronounced correctly.
Do the speakers use any of the same words as examples?
Go through the recording again. Focus on the sounds which the
students most need to work on, but assure them that there will be lots
of chances to practise and it doesnt matter if they are having problems
at the moment. (10 mins)
Engage the students interest in the next topic (numbers). There are
many simple ways to do this: show a calculator, a lottery ticket, etc.
Anything which shows numbers will be effective. (23 mins)
Instruct the students, individually, to look at the phonemic chart and
think how many of the sounds represented they use in the production
of the numbers 1 to 20 in English. If you judge it necessary, say the
numbers 1 to 20 so the students have a model to base their answers on.
Monitor, and encourage the students to experiment. Tell them that
you dont expect them at this stage to get all the answers right. If any
student thinks the answer is less than a quarter, suggest they have
another look at the chart. (5 mins)
14
5 If you say the numbers 1 to 20 in English, how many of the sounds in
the chart do you use? Put a tick (Y) to say how many.
Less than a quarter
A quarter to a half
About half Y
More than half
All of them
Instruct the students to work with a partner to compare notes and to
get as many answers as possible by working together and sharing their
answers. (510 mins)
6 Work with a partner. Do you have the same answer?
Instruct the students to listen to the recording and check their answers.
Did they and/or their partner have the same answers as the speakers?
(5 mins)
7 Listen to the recording of the numbers 1 to 20.
Were you and/or your partner right? 2
2
Female voice Right, how many of the phonemic symbols do you think we
use when we say the numbers 1 to 20?'
Male voice Oh, I don't know. How many symbols are there?'
F 44.'
M 44 I'll say 20 about half.'
F Try then and see.
M Well, theres one / /, which can also be said as / / so thats four of the
symbols already. Two /Lu:/, thats two more. Three /ri:/, thats another three
and four /f:/ gives me two more. Then ve /faIv/ is another two, and six /sIks/
is three more. How many symbols so far?
F Let me count. (pause) I make it 16.
M Then Im going to get a lot more than 20 in total. Can I change my answer
to three-quarters?
F Yes, if you like.
M Okay. Seven /sevn/ thats another two, and eight /eIL/ is one more. Nine /naIn/
and ten /Len/. Do they give me any more?
F No youve used them already. Youve got 19 symbols so far.
M 11 /Ilevn/, that gives me one more, 12 /Lwelv/. No, nothing new. 13 /3:Li:n/
is another. Ive found over 20 symbols.
F Yes, but perhaps you should have stayed with about half.
M Er ... 14 /f:Li:n/, 15 /fIfLi:n/, 16 /sIksLi:n/. There are no more new symbols
are there?
F No, sorry. About half was right.
15 Part 1 Unit 1
Sounds interesting
Instruct the students to listen again to the recording to check which
of the sounds on the phonemic chart they heard. (510 mins)
8 How many of the sounds in the chart does the speaker say in the
recording? Listen again and check the chart.
Check the students answers. Then check which of the sounds on
the chart were not used in the speakers production of the numbers
1 to 20. This will give you the opportunity to review all the sounds
on the chart. (10 mins)
16
2 Letters
Engage the students interest in the topic (letters of the alphabet).
You can do this very simply by putting the letters on the board, on
the overhead projector, etc. (23 mins)
Instruct the students, individually, to look at the letters of the alphabet
and think about whether or not they know them. Ask them to put a tick if
they think they know the letter, a cross if they dont and a question mark
if theyre not sure. Tell them not to worry if they are unsure of some or
all they will have the chance to hear and use them. (510 mins)
1 Look at the 26 letters of the English alphabet.
Do you know how we pronounce them?
Put a tick (Y) in the box if you know, a cross (X) if you dont know and
put a question mark (?) if you are not sure.
Aa Hh Oo Vv
Bb Ii Pp Ww
Cc Jj Qq Xx
Dd Kk Rr Yy
Ee Ll Ss Zz
Ff Mm Tt
Gg Nn Uu
Instruct the students to work with a partner to compare their answers.
Ask them to see how many of the letters they think they can pronounce
if they put their answers together.
Monitor. Dont correct at this stage, but make a note of any letters which
appear to cause problems for some of the students. (510 mins)
2 Compare your answers with a partner. Do you have the same answers?
Together, how many answers do you think you have?
Ask the pairs of students how many letters they think they know and
to say which these are. Dont conrm or correct at this stage the
recording and the study phase will clarify things. (5 mins)
3 Listen to the recording. Does the speaker say the letters in the way
you and/or your partner did? 3
17 Part 1 Unit 2
Letters
3
Male voice A /eI/
Female voice B /bi:/
M C /si:/
F D /di:/
M E /i:/
F F /ef/
M G /di:/
F H /eIL/
M I /aI/
F J /deI/
M K /keI/
F L /el/
M M /em/
F N /en/
M O /a/
F P /pi:/
M Q /kju:/
F R /a:r/
M S /es/
F T /Li:/
M U /ju:/
F V /vi:/
M W /d blju:/
F X /eks/
M Y /waI/
F Z /zed/, or in American English Z /zi:/
Play the recording and allow the students to check their answers.
(5 mins)
Go through the letters of the alphabet, perhaps repeating the recording
and asking the students to repeat the letters. Check that the students
have the chance to produce each letter accurately. (510 mins)
Engage the students interest in the next activity (using the letters of the
alphabet in others names). One way to do this is to point to yourself and
one or two other students and say a number (the number of different
letters in the persons name, for example, you point at Maria and say
four). This should make the students wonder what the connection is.
(23 mins)
Instruct the students, individually, to look around the class and think
how many letters of the alphabet they use if they write everyones name.
Monitor and encourage the students to think of as many letters as they
can (if someone wants to include family names, nicknames, etc, accept
this; anything which maximises practice is desirable). Ask how many
letters dont appear in the names of students in the class. Correct any
inaccurate production of letters by repeating in a corrected version.
(510 mins)
18
4 Look around your class. How many letters of the alphabet do you use
if you spell the names of everyone in the room?
Instruct the students to work with a partner to compare notes. Ask them
to put their answers together to see how many letters they now have.
Ask them also to say which letters they dont use when they say the
names of other students in the class (this will mean that the students will
say all the letters of the alphabet at some stage). (510 mins)
5 Compare your answers with a partner. Do you or your partner use more
letters or do you have the same number? Do you use all 26 letters of the
alphabet or are there some you dont use? If so, which ones?
Instruct the students to nd out about the answers their classmates
gave. One way to do this is to ask the pairs to separate and move around
the class nding out which other students have answers they didnt nd
(you can ask them to nd out who has a middle name they might not
have known, whose name is actually an abbreviated form of a name
which has other letters, etc). (510 mins)
6 What about the other students in your class?
Did any pair of students use more letters than you and your partner?
Ask the students to get back into their original pairs and tell their
partners what they have found out from their classmates. The pairs of
students can then tell you which letters of the alphabet they managed
to nd and which they didnt. (510 mins)
Instruct the students to talk about their own names; to spell these
to each other and note down the number of letters in each. This very
simple activity will give the students practice in one of the standard
parts of the Spoken ESOL test. (23 mins)
7 What about your own full name?
How many different letters do you use when you spell it?
Does your partners name have more letters in it than your name?
Now ask the students to discuss the names of other people in the class
and say whose name uses the most letters of the alphabet. (5 mins)
8 What about the other students in your class and your teacher?
Who has the name that uses the most letters of the alphabet?
Ask the students to tell you which letters of the alphabet are used
in the names of the people in the room. Ask which ones dont appear.
Put all the letters on the board, checking again that the students can
produce them accurately. (510 mins)
Engage the students interest in using the names of countries and
cities. One simple way to do this is to use a globe, world map or atlas.
(23 mins)
19 Part 1 Unit 2
Letters
Instruct the students, individually, to jot down the names of countries
or large cities which begin with the different letters of the alphabet.
Tell them not to worry if they cant think of places to match each letter
its not a test of general knowledge and the aim is just to get as many
matches as they can. We have suggested countries to match the letters,
except for the letter X; the list of cities depends to some extent on the
place names your students may know. (5 mins)
9 Think of countries and large cities anywhere in the world. Can you think
of a country or city that starts with each letter of the alphabet?
A Argentina N Netherlands
B Brazil O Oman
C Canada P Poland
D Denmark Q Qatar
E Egypt R Romania
F France S Sweden
G Guyana T Turkey
H Hungary U Uruguay
I India V Venezuela
J Japan W Western Samoa
K Kuwait X
L Lebanon Y Yemen
M Malta Z Zimbabwe
The students may not be able to think of country or city names for all
of the letters of the alphabet, but this is not a problem. The idea is to
practise the letters, so nothing for X is ne.
Instruct the students to work in pairs to compare notes. By putting their
answers together, how many places/letters can they match? Monitor,
and encourage them to say the letters, not just show each other their
notes (eg, I? India What do you have for I? Istanbul. (510 mins)
10 How many letters did you nd to start the name of a country or large
city? Compare your answers with a partner.
Who has the most countries or cities?
Together, how many answers do you have?
20
Instruct the students to nd out what answers their classmates have
given. You can organise this as a class activity, with students simply
asking one another across the room, or you can ask the pairs to separate
and move around the room comparing notes with other members of the
class. (510 mins)
11 What about the other students in the class? Did some of them nd
countries or cities you and your partner didnt think of?
Ask the students at random to give you their answers, varying the
order in which you choose the letters to give them the chance to
differentiate among the different sounds. Put some of the answers
on the board. (5 mins)
12 Are there some letters that none of the students can nd a country or
city for? Which letters?
Look at the letters for which none of the students has found a match
can you suggest an answer? (This is where an atlas may prove useful!)
You might like to ask your students where they think a place beginning
with X might be found (eg, China).
13 Can your teacher nd a country or city for some or all of the missing
letters?
21 Part 1 Unit 2
Letters
3 Numbers and dates
Using numbers accurately is an important part of everyday
communication and features in Part 1 of the Spoken ESOL test. Even
if students know the words for numbers, they will need to use these
frequently to produce them accurately. The activities in this unit offer
students the opportunity to practise using numbers and dates in a
variety of different ways and contexts.
Engage the students interest in the topic. There are many simple
ways to do this: show a calendar, a bingo card, etc.
Ask the students to work in pairs and to say the numbers 1 to 100.
Monitor, and make a note of any numbers which appear to cause
pronunciation or other difculties. (23 mins)
1 How do we say the numbers 1 to 100 in English? Practise them with a
partner do you nd any of them more difcult to say than others?
Ask the students to tell you if they found any of the numbers difcult
to say. This will naturally be inuenced by their rst language(s), but
the production of th is frequently a problem as is the different stress
pattern in sixteen/sixty, etc. (5 mins)
Ask the students to listen to the recording to check if they said the
numbers in the same way as the speakers. (23 mins)
2 Listen to the recording. Did you and your partner say the numbers in the
same way as the speakers? 4
4
Female voice one
Male voice two
F three
M four
F ve
M six
F seven
M eight
F nine
M ten
F eleven
M twelve
F thirteen
M fourteen
F fteen
M sixteen
F seventeen
M eighteen
F nineteen
M twenty
F twenty-one
M twenty-two
22
F twenty-three
M twenty-four
F twenty-ve
M twenty-six
F twenty-seven
M twenty-eight
F twenty-nine and then its thirty, thirty-one, thirty-two and so on
M forty, forty-one and so on
F fty
M sixty
F seventy
M eighty
F ninety
M a hundred
Focus on any individual sounds which appear to cause difculties
and play parts of the recording again if you think it will help. (5 mins)
Now ask the students, in pairs, to tell their partners their addresses
and telephone numbers.
3 Say your address and telephone number to your partner.
Are any of the numbers the same?
Ask the students to tell you what numbers are in both their and their
partners address or phone number. Correct and practise any numbers
which are still pronounced inaccurately. (5 mins)
Now ask the students to nd out the addresses and telephone numbers
of the other members of the class. One way to do this is to ask the
students to move around the class asking everyone this will maximise
the opportunity to practise using familiar numbers. (510 mins)
Who has a telephone number most similar to yours?
Ask the students to tell you who has an address or phone number most
similar to their own. Correct and practise any numbers which may still
cause difculties. (510 mins)
23 Part 1 Unit 3
Numbers and dates
Now ask the students to think of which numbers from 1 to 100 have
some signicance for them (as it says in the activity, this can be any
kind of connection). Ask the students, individually, to make brief notes
against the numbers for which they can think of a personal connection.
(510 mins)
5 Can you think of some personal connection you have with the different
numbers (your age, the bus you take home, your number in a sports
team, etc)? How many of the numbers from 1 to 100 can you nd a
connection for?
Personal connection Personal connection
1 23
2 24
3 25
4 26
5 27
6 28
7 29
8 30
9 31
10 32
11 33
12 34
13 35
14 36
15 37
16 38
17 39
18 40
19 41
20 42
21 43
22 44
24
Personal connection Personal connection
45 73
46 74
47 75
48 76
49 77
50 78
51 79
52 80
53 81
54 82
55 83
56 84
57 85
58 86
59 87
60 88
61 89
62 90
63 91
64 92
65 93
66 94
67 95
68 96
69 97
70 98
71 99
72 100
25 Part 1 Unit 3
Numbers and dates
Ask the students to work in pairs to compare their answers to the
numbers/connections activity. Monitor, and check that the numbers
are being produced accurately. (510 mins)
6 Compare your answers with a partner.
Which of you has the most numbers?
Which numbers and connections are the same?
Ask the students to nd out what numbers/connections other members
of the class have found. This can be done as a whole-group activity led
by you or by the students moving around the class asking and answering
questions. (10 mins)
7 What about the rest of your class? Together, how many of the numbers
from 1 to 100 can you nd a personal connection for?
Move on to the topic of dates. Check that the students know how to
say the names of the months in English, either as a whole-group activity
or by organising the students into pairs. Dont correct any errors at this
stage the recording will give models of correct words. (5 mins)
Now play the recording to allow the students to check the pronunciation
of the months. (23 mins)
8 How do we say the months in English? Listen to the recording. 5
5
Male voice January
Female voice February
M March
F April
M May
F June
M July
F August
M September
F October
M November
F December
26
Ask the students to work in pairs to discuss how to say the dates.
There are different acceptable variations in standard English; the aim
is to present models which the students will nd are widely recognised
and used. Tell the students they will shortly hear recordings of the dates;
the idea of this activity is for you to nd out what they know and dont
know. The dates are read out across the two columns, the rst two dates
being in January. Explain that the dates given in activity 9 are the day
followed by the month. In US English, the month is given before the day.
So 12 March in UK English is 12/03; in US English it is 03/12. (510 mins)
9 We often write dates as numbers, but how do we say them?
Look at these dates and work with a partner.
Each one gives a day and a month. Do you agree about how we usually
say these dates in English?
Spoken Spoken
01/01 02/01
03/02 04/02
05/03 06/03
07/04 08/04
09/05 10/05
11/06 12/06
13/07 14/07
15/08 16/08
17/09 18/09
19/10 20/10
21/11 22/11
30/12 31/12
Now play the recording and allow the students to check their answers.
You may nd it useful to play it more than once and give the students the
opportunity to repeat the models in the recording.
(510 mins)
27 Part 1 Unit 3
Numbers and dates
10 Listen to the recording. Do the speakers say the dates in the same
way as you and your partner? 6
6
Female voice You can say dates in two different ways, for example, the rst of January,
or January the rst.
Male voice January the second, or the second of January.
F February the third, or the third of February.
M The fourth of February, or February the fourth.
F The fth of March, or March the fth.
M March the sixth, or the sixth of March.
F The seventh of April, or April the seventh.
M April the eighth, or the eighth of April.
F May the ninth, or the ninth of May.
M The tenth of May, or May the tenth.
F The eleventh of June, or June the eleventh.
M June the twelfth, or the twelfth of June.
F The thirteenth of July, or July the thirteenth.
M July the fourteenth, or the fourteenth of July.
F August the fteenth, or the fteenth of August.
M The sixteenth of August, or August the sixteenth.
F The seventeenth of September, or September the seventeenth.
M September the eighteenth, or the eighteenth of September.
F October the nineteenth, or the nineteenth of October.
M The twentieth of October, or October the twentieth.
F November the twenty-rst, or the twenty-rst of November.
M The twenty-second of November, or November the twenty-second.
F The thirtieth of December, or December the thirtieth.
M December the thirty-rst, or the thirty-rst of December.
Instruct the students, individually, to think of dates which are important
to them personally. You may need to pre-teach some of the vocabulary
(anniversaries, events, etc). (5 mins)
Instruct the students, individually, to circle dates which are important to
them. Monitor, and encourage them to circle as many dates as possible.
(5 mins)
11 Dates are important to people for many different reasons.
Think of dates in the year that are important to you.
Look at the calendar and circle the dates which are important to you.
Choose as many as you wish.The reasons may include:
Birthdays and anniversaries
Annual holidays and festivals
Events at work or school
National sports events
Others
28
M T W T F S S
January 1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
February 1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29
March 1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
April 1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
May 1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
June
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30
Instruct the students to work with a partner to compare notes and say
which dates they have circled. Monitor, and help the students produce
accurate sounds for the months and ordinal numbers. Tell the students
to say which dates are important to them, but not, at this stage, why.
(5 mins)
29 Part 1 Unit 3
Numbers and dates
M T W T F S S
July 1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
August 1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
31
September
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30
October 1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
November 1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30
December
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
12 Now talk with a partner. Tell each other which dates you have circled.
Do you have some dates that are exactly the same? Do you have some
that are in the same month but on different days?
Instruct the students to make brief notes about why they think certain
of the dates might be important for their partner. Tell them it doesnt
matter if theyre wrong, the intention is to practise saying the dates.
Monitor, and help the students produce the dates accurately.
(510 mins)
13 Can you guess why some of the dates are important to your partner?
Make notes of three or four of the dates he or she has circled and guess
the reasons.
Date Reason
Instruct the students to work in pairs and say why they think some of
the dates circled may be important to their partner. Their partner will
conrm or give the actual reason. (510 mins)
14 Now tell your partner what reasons you guessed. How many did you
guess right? Did your partner guess why some of your dates are
important to you?
Instruct the students in pairs to choose one of the dates they have just
talked about and make brief notes about why it is important to one (or
both) of them. Monitor, and prompt if any pair of students is struggling
to nd ideas or to say the date accurately. (5 mins)
15 Talk with your partner and choose one of the dates you talked about.
Write down the reason(s) why it is important to one of you.
Date Reason(s)
30
Introduce an element of competition into the next activity. Tell the
students they are going to guess why certain dates are important to
their classmates and get points if they are exactly right or fairly close.
Give them one or two examples of dates of your own and for the
purposes of the example allow one as exactly right, eg, 1 February
(the date you started teaching) right for 2 points; 22 June (your
birthday) fairly close, its my sons birthday, so 1 point. (23 mins)
Instruct one pair of students to say, clearly, what their date is. Ask
the others to discuss it and make brief notes about why it might be
important to (one of) them.
The other pairs then say their dates. You will need to act as
compere/referee: the exactly right versus fairly close distinction is a
ne one. Its more important that the students practise using dates than
that they get the right answer, but the competitive spirit tends to have
its own momentum. In general, it is probably best to allow any attempts
to persuade you that an answer is fairly close to succeed provided
this is done in English as this will encourage the students to use
language to achieve a purpose. (1015 mins)
16 Tell the other students in your class what your date is.
They try to guess the reason(s) why it is important to you and you
will then try to guess their reasons. Who gets the most points?
Exactly right means 2 points, fairly close means 1 point,
and completely wrong means 0 points!
Remind the students of the way we say dates; repeat the recording
if you think it necessary to focus on certain sounds. (510 mins)
31 Part 1 Unit 3
Numbers and dates
4 Colours
Engage the students interest in the topic of colours. One way to do
this is to wear a multi-coloured T-shirt initially concealed under your
jacket or sweater; another way is to take a paint colour chart into
the room. (23 mins)
Instruct the students, individually, to think of as many colours as they
can see around the room you are in. Ask them to make brief notes but
not to worry if there are colours whose names they dont know or cant
spell. (35 mins)
1 Look around the room you are in. What colours can you use to describe
the things you can see and the clothes people are wearing?
Instruct the students to work in pairs to compare their answers.
Ask the pairs of students to say how many colours they have been
able to think of together. (5 mins)
2 Compare your answers with a partner. Do you have the same colours?
Use a paint colour chart to show that there are many shades of colours.
Instruct the students to look around the room again and see how many
colours dont t into simple colour categories, eg, red, blue or
yellow, but are dark or light variations of colours. (2 mins)
3 Some colours are not simply red, blue or green, etc. Look around the
room again. How do you describe them? These words and expressions
may help you:
light
dark
Its between and
Focus on the words we commonly use to describe shades of colours:
light and dark are given here, add pale, bright and dull if you think
your group of students is ready to learn this additional vocabulary.
Similarly, you can add Its a sort of red or reddish if you think this
appropriate to your students (these shades of expression wont actually
be required at lower levels, but the wider the range of language, the
more striking the impression). (5 mins)
Instruct the students to work with a partner to see how many of the
colour descriptions they can use to talk about things around the room.
(5 mins)
Remind students of the Sounds interesting unit in which they looked
at how knowing and practising the sounds of English can help them to
pronounce the language more condently and accurately. (23 mins)
32
Instruct the students, individually, to see how many of the sounds in the
chart they can nd examples of in the colours they know. Tell them not
to worry if they cant nd a colour for more than a few of the sounds.
Monitor, and, without teaching new colours at this stage, clarify any
uncertainties about sounds in colours the students know (for example,
is it /i:/ or /e/ in green?) (5 mins)
4 Look at the symbols listed below. How many of them can you match to
sounds in colours? One is given as an example.
Phoneme Colours Phoneme Colours
i: green I
I pink eI grey

u: blue I turquoise
e red gold
silver o
|: purple aI white
a brown
black
I
a: dark blue
orange
Instruct the students to work with a partner to compare their answers
and to see how many of the boxes they can ll when they work together.
(510 mins)
5 Discuss your answers with a partner. How many of the phonemic
symbols can you nd colours for when you put your answers together?
Ask the pairs of students to say how many colour/sound matches
they think they have made and get them to give you their examples.
Dont conrm or correct at this stage. (5 mins)
Instruct the students to listen to the recording and to check their
answers against those of the speakers. (23 mins)
33 Part 1 Unit 4
Colours
6 Listen to the recording. How many of the answers did you and your
partner think of? 7
7
Female voice /i:/, thats in green.
Male voice /I/ is in pink.
F I cant think of anything for //.
M /u:/ is in blue.
F Red has the sound /e/.
M The second vowel sound in silver is //.
F / :/, what about purple?
M I cant think of a colour with /:/.
F // is in black.
M Nothing for / /.
F /a:/ is in dark blue.
M Orange has an / / sound.
F /I/ is in no, I cant think of anything.
M Grey and beige for /eI/.
F Is there a colour with //? I cant think of any.
M /I/ is the second vowel sound in turquoise.
F And // is in gold.
M No, nothing for /e/.
F White has /aI/ in it.
M And /a/ is in brown.
Play the recording again. This time ask the students to listen for any
colours they didnt think of and, without worrying about spelling at
this stage, to make a note of the colours the speakers use. (5 mins)
7 Listen to the recording again. Do the speakers have any colours you and
your partner didnt think of? Make a note of any of these you hear.
Check the colour/sound matches and focus on the individual vowel and
diphthong sounds which your students nd difcult to differentiate or
produce. You may nd it useful to refer back to the Sounds Interesting
unit at the start of this book and remind the students of the different
sounds they produced in the numbers 1 to 20. (1015 mins)
Engage the students interest in the next activity. One simple way to
do this is to ask the students to guess something about you and colours
you like, for example, Guess the two colours I never wear? or What
colour was my rst bicycle/car? This need only be a short, quick stage,
allowing the students to contribute as many colours as possible (for the
purpose of the exercise its a good idea to invent an answer which will
give the students the chance to suggest lots of different colours rather
than conrm the rst right guesses). (23 mins)
Instruct the students individually to make brief notes about colours
to answer the questions in activity 8. Tell them not to worry about the
spelling at this stage. Monitor, and give help with colours the students
may just have learnt, but cant remember (light brown, gold). (5 mins)
34
8 Look at these questions and make a few notes about your answers.
What colours do you Notes
like wearing?
not like wearing?
connect with a sports team?
have in your bedroom?
think would look good in this
classroom?
connect with a time of the year?
Instruct the students to work in pairs to compare answers and see which
they share with their partner. (510 mins)
9 Compare your answers with a partner. Which ones are the same?
Ask the pairs of students to tell you what answers they and their
partners gave and put some of these on the board. Do any colours
feature as top answer to any questions? Are any colours used by only
one or two of the students? (510 mins)
Putting the colours on the board gives you the opportunity to show
the students how some of the words are spelt. This doesnt matter
in the strict context of the Spoken ESOL test, but it is generally useful
for students to learn the correct written as well as spoken form of
commonly used words.
You can, if you wish, ask the students to tell you how they think the
words are spelt before you put them on the board; this will recycle the
use of the sounds of the letters of the alphabet presented and practised
in Unit 1. By the time you reach this stage of the lesson, the students
should have heard and produced the words for colours sufciently
often to have the sounds right. One useful focus of this study phase is
to remind the students that the way we write things and the way they
sound may not always be the same (like the sounds in brown and
yellow). (10 mins)
Introduce the next activity. Tell the students they are going to play a
competitive game to practise using some of the colours they have
heard and talked about.
Briey explain the rules of the game: the students hear three pieces
of information about a colour, with the information becoming more
detailed as the speaker goes on. The students work in pairs to guess
the colour after each of the three pieces of information. The answers
are awarded points progressively (3 points for the correct answer after
1 clue, 2 points after 2 clues, 1 point after 3 clues). The winners are the
ones who get most points (6 points available for each colour, total
possible is 18). (23 mins)
35 Part 1 Unit 4
Colours
Instruct the students in pairs to listen to the information about colours.
Tell them they can listen and choose a colour after each piece of
information. They and their partner can change the colour they guess
after each piece of information or they can keep the same one.
(510 mins)
This activity gives your students the chance to practise the names of
colours. Stop the recording after each of the 321 sentences to give
the students as much chance as possible to use the names of colours.
It will be helpful if you check/pre-teach rainbow (and the colours in a
rainbow if necessary: red, orange, yellow, green, blue, indigo and
violet), trafc lights and any other vocabulary you think necessary.
If the students arent sure about certain factual information, give that
to them when you pause the recording (ags red, white, blue;
trafc lights red, amber/yellow, green). Colour A is red; colour B is
orange; and colour C is grey (but it really doesn't matter what answers
the students give, as long as they practise using the names of colours).
10 You are going to hear someone giving information about colours.
You will hear three sentences. After each sentence, talk with a partner
and choose the colour you think the speaker is describing.
You can choose the same answer after each sentence or change as the
information becomes clearer. 8
3 points 2 points 1 point
Colour A red
Colour B orange
Colour C grey
8
Colour A
Male voice This colour is in the rainbow.
(pause) Its in the national ags of the United Kingdom, the USA
and Australia.
(pause) Its also one of the colours in a set of trafc lights and it
means STOP!
Colour B
Female voice This is a different colour in the rainbow.
(pause) The name of the colour begins with a vowel: A, E, I, O or U.
(pause) The name of the colour is the name of a fruit.
Colour C
M You sometimes see this colour if you look up at the sky.
(pause) But this colour isnt in the rainbow.
(pause) You see this colour when its cloudy and when its raining.
36
Engage the students interest in checking the answers to see which pair
wins. One way to do this is to claim to have played the game along with
them and to have scored a total of, say, seven points; can any or all
of the student pairs beat your total? (23 mins)
Ask the pairs of students to check their totals and nd the winners.
One way to do this is to ask them to separate and go round the class
checking the answers of other pairs by asking them what answers they
gave, eg, Colour A: 3 red, 2 orange, 1 orange (3 points). This is
a nicely chaotic activity to lead up to the end of the lesson and gives the
students an incentive to use the words for colours with as little pressure
as possible. (510 mins)
11 How many points did you and your partner get?
(The maximum possible is 18 points.) What about the other pairs of
students in your class? Who got the most points?
Ask the students to get back with their partners. Round off the lesson
by checking the answers to the listen and choose game and see who
got most points. (5 mins)
37 Part 1 Unit 4
Colours
5 Family
Family is a topic commonly talked about in everyday conversation
and is a topic which features in Part 1 of the Spoken ESOL test.
Introduce the topic perhaps by showing a photo of your own family
or by drawing a simple family tree on the board.
Ask the students, individually, to look at the letters of the alphabet and
make notes of any family members they can think of. Stress that they
will only be able to match words with some of the letters more will
be presented during the lesson. (5 mins)
1 How many words can you think of for different members of the family?
Look at the letters of the alphabet and try to nd a word for a family
member for as many of them as possible.
A aunt N niece, nephew
B brother O
C cousin P parent
D daughter Q
E R
F father S sister, son
G grandfather, grandmother T
H husband U uncle
I V
J W wife
K X
L Y
M mother Z
Ask the students to work in pairs to compare notes. Monitor, and make
notes of words which you will need to supply and of corrections you
will need to make. (5 mins)
2 Work with a partner.
Do you have all the same answers or are some of them different?
Briey, ask the students to tell you (in a whole-class activity) which
letters and words they have matched. Put on the board the ones which
have been correctly matched. (23 mins)
38
Now ask the students to listen to the recording to check which
letter/word matches are the same as those on the board and to make
notes of any new words they hear. Play the recording more than once
if you think it will be useful and explain the meaning of any new words
again, a simple family tree should serve the purpose. (510 mins)
3 Listen to the recording. Does the speaker name the same family
members as you and your partner? 9
9
Female voice Ive got lots of relatives. Mother and father, two sisters and one
brother, and my grandfather and grandmother as well. Ive got aunts and
uncles and lots of cousins. I think thats everyone oh, no, I forgot Ive also
got a nephew.
Ask the students to think about members of their own family and, using
some of the words in the recording, to make notes of which people they
see at least once a year. Monitor, and supply any words which have not
yet been presented. (5 mins)
4 Think about your own family. How many different members of your
family do you usually see once a year or more?
Now ask the students to compare notes with a partner to see which
answers are the same and which are different. (23 mins)
5 Compare your answers with a partner. Together, how many different
members of the family do you see once a year or more?
Ask the students, in a whole-group activity, to tell you which family
members they and their partner have named. Explain any vocabulary
items which may be new to some members of the class.
(5 mins)
Now ask the students to think about the roles they play as a member
of their extended family. Use yourself as an example, eg, I am a cousin,
a daughter . (23 mins)
6 What about you personally?
How many of the words for family members describe you?
Ask the students to compare notes with their partner to see which
of them can name more family roles they play. (5 mins)
Which of you has more words for yourself as a family member?
Ask the students to nd out what family roles the other members of
the class have named. This can be done as a whole-group activity or,
to maximise opportunity for practice of vocabulary relating to family,
by the students moving around the class asking one another for
answers. (510 mins)
39 Part 1 Unit 5
Family
Ask the students to tell you all the family roles they have named. Put
these on the board and check that everyone in the class understands
and can produce them. Establish who plays the most family roles.
(5 mins)
8 What about the other students in your class and your teacher?
Who uses the most words for him or herself as a family member?
Now ask the students to make a few notes about people and pets
who are like a member of their family. Monitor, and supply any words
the students may be searching for. (5 mins)
9 We sometimes think of someone as almost part of our family even if they
are not actually our relatives. Do you think of anyone as almost part of
your family? These may give you ideas.
Close friends
Neighbours
Pets
Ask the students to work in pairs to compare their answers and to
say why they think of non-family members as almost part of the family
(I see him every day, etc). (5 mins)
Tell each other about the people (and pets) you think of as almost part
of your family and say why you feel this way.
Ask the students to tell you what answers they and their partner have
given. Put some of these on the board and invite the students to tell the
rest of the class why they think of some people and pets as almost family
members. (510 mins)
40
6 Hobbies and interests
Engage the students interest in the topic of hobbies and interests. One
simple way to do this is to take into the classroom some objects you use
in your own hobbies (eg, tennis racquet, camera). Ask the students to
say what they think your hobbies are. (23 mins)
Instruct the students, individually, to use the language they have already
acquired by matching the names of hobbies/interests to as many of the
letters of the alphabet as they can. Tell them not to worry if they dont
know the spelling of some of the words or if they cant think of a hobby
for each letter the aim is to get as many as they can. (510 mins)
1 There are many different hobbies and interests. Can you think of one
hobby or interest beginning with each letter of the alphabet?
Make notes below. The pictures may give you some ideas.
A astrology N nature study
B badminton O opera
C cooking P photography
D drawing Q quizzes
E embroidery R running
F football S swimming
G gardening T trainspotting
H horse riding U
I ice skating V violin
J jogging W windsurng
K karate X
L languages Y yoga
M music Z
Instruct the students to work in pairs to compare notes and see if by
working together they can add to the number of letter/hobby matches
they have. Monitor, and help the students with any words they may
not be sure of. (510 mins)
2 Compare your list with a partner. Together, how many of the letters can
you match to hobbies and interests?
Open up the interaction to the whole class. One way to do this is to ask
the students to separate from their partner and move around the class
asking other students what hobbies they and their partner have found.
(510 mins)
41 Part 1 Unit 6
Hobbies and interests
3 Are there any letters you and your partner cant match to hobbies and
interests? Say which letters and see if the other students in the class
can help you.
Instruct the students to return to their original pairs and discuss
howmany letter/hobby matches they now have. (5 mins)
Ask the students to tell you what letter/hobby matches they have.
Put correct versions of some of these on the board. (510 mins)
Tell the students they are now going to take part in a competitive quiz
and practise using some of the words connected with hobbies and
interests. (23 mins)
Instruct the students, in pairs, to listen to the letters the speakers
give and then discuss which hobby/interest they think may come rst
to mind. Monitor, and check that the students have written down the
correct letter (eg, D, not T). Tell them not to worry if they cant nd
a match for all of the letters. (510 mins)
4 You are going to hear a recording of people saying which hobby or
interest they think of rst for some of the letters of the alphabet. Listen
to the letters and write them down. Discuss with a partner which hobby
or interest you think the speakers will say for each one. You get one
point if the speaker says the word you write. 10
Speaker 1 Speaker 2
A to Z Hobbies and interests A to Z Hobbies and interests
10
Male voice My letters are F, G, J, P and R. Ill tell you my hobbies and interests
in a minute.
Female voice Ive got four letters: R, S, T and W. All my hobbies are sports; maybe you
can guess what they are.
42
Ask the students to nd out from their classmates what answers they
have chosen. You can organise this by asking the students to separate
from their partner and go round the class asking the other students for
their answers or you could ask each pair to tell you their answers and
put these on the board. (5 mins)
Do they have the same words for the letters?
Instruct the students to listen to the recording to check their answers.
The pair gets one point for each answer which is the same as that given
by the speaker. (5 mins)
6 Now listen to the answers the speakers give.
How many points do you and your partner get?
Do any of the other groups of students get more points? 11
11
Male voice (same as 10) My favourite hobby is shing; Im also very fond
of gardening. If I have time, I go jogging. I like painting and reading as well.
Female voice (same as 10) Here are my hobbies did you guess them? Running is
one, swimming is another. I play tennis every weekend and I really love windsurng.
Ask the students to give you their answers. Ask the pairs to listen
and then tell you who gets most points (this will give the students
the chance to practise again the vocabulary connected with hobbies
or interests. (5 mins)
Focus on the words the students have used and make sure they know
the correct form of these. Teach any new words from the recording.
(510 mins)
Engage the students interest in talking about their own hobbies and
interests. One way to do this is to ask who has any of the hobbies they
heard about in the recording. (23 mins)
Ask the students, individually, to make brief notes for activity 7. There
is one example already given and you might wish to add one or two
of your own. Tell the students not to worry about correct spelling or
grammar at this stage. (5 mins)
43 Part 1 Unit 6
7 Think about the hobbies and interests you have talked about and
listened to. Make notes about some of them to complete the
phrases below.
Phrase Example
I often I often play tennis.
I sometimes
I every weekend.
I never
Id like to
I think is boring.
I today.
Instruct the students to work with a partner to compare notes. Monitor,
and, without correcting errors at this stage, make a note of language
you will need to focus on in the study phase of the lesson. (510 mins)
8 Compare notes with your partner.
Which answers are different and which are the same as yours?
Now instruct the students in their pairs to speculate about the hobbies
or interests they think their classmates have. Ask them to make brief
notes about who in the class will say what. Monitor, and tell the students
not to worry about any spellings they dont know, but encourage them
to use the correct form of the simple present structure and to put
adverbs of frequency in the appropriate place; rather than interrupt
to make corrections at this stage, repeat what the students say in a
corrected version. (510 mins)
9 Think about the other students in your class. Talk with your partner and
say what examples you think some of the other students may have given
for activity 7. What do you think other students will say? Make notes.
Who What
44
Ask the pairs of students to say who they think will say what (eg, Mario
I always go to football games on Sunday.) Allow the students to say
if they were right. (510 mins)
10 Tell the other students what answers you and your partner think they
gave in activity 7. How many answers did you guess correctly?
Focus on the language the students used when saying what
hobbies/interests they and their classmates have. The words for
hobbies/interests themselves and the form and position of time
adverbs will be a natural focus. (510 mins)
45 Part 1 Unit 6
7 Home and home town
Engage the students interest in the topic of towns and cities and in
the language we use when we talk about them. One simple way to do
this is to take in a town plan, street map or tourist guide and ask the
students to brainstorm things they might nd there: station, river,
museum and so on. (23 mins)
Instruct the students, individually, to make brief notes about words
they think they will hear people using when they speak about their
home town. Tell them not to worry about correct spelling at this stage.
Monitor, and give a few suggestions to any student who is struggling to
nd ideas, eg, Transport: think of buses or any other things like that?
(5 mins)
1 Fill in the questionnaire about the homes people live in.
Questionnaire on homes
Do you live in a house or a at?
Do you live in the town or the country?
How big is your house or at? Is it small?
medium?
large?
How many rooms has it got?
Do you have a bath?
a shower? both?
Is there a garage?
Have you got a garden?
How many people live in your home?
Is there a bus stop or train station near your home?
Wheres the nearest shop? Is it far away?
quite near?
very near?
Instruct the students to work with a partner to see what answers they
both have and which ones are different. Ask them to put their words
together and see how many they now have in each category.
(510 mins)
Whats the same and whats different?
46
Ask the pairs of students to tell you what words they and their partner
have written down.
Dont make corrections at this stage if form or meaning is incorrect,
but make a note of any errors so that you can deal with them in the
study phase. (5 mins)
Instruct the students to listen to the recording and compare their
answers with the speakers. (23 mins)
3 Now listen to the recording.
Are the speakers answers the same as yours or your partners? 12
12
Male voice Can you tell me about the place you live in?
Female voice Yes, of course. I live in a very small at in the town. It really is tiny; Ive only
got two rooms the living room and bedroom are together and then I have a small
room with a shower. Theres no garage, but thats okay because I havent got a car.
M Have you got a garden?
F No, I havent.
M How many people live in your at?
F Just me I live alone.
M What about public transport buses and trains?
F There isnt a train station near my at, but theres a bus stop only 50 metres away.
M Are there any shops near where you live?
F Oh yes, there are lots of shops very close to my at.
M Thanks.
F Youre welcome.
Instruct the students that they are going to listen to someone talking
about their home town and to make their own notes about the words
they might hear about each of the topics listed in activity 4. (35 mins)
4 You are going to hear someone talking about their home town. Think of
some of the words you may hear and make notes of these.
Type of place city/town/village
Size
Where it is
Buildings
Transport
Entertainment
Ask them to compare notes with their partners.
5 Compare your notes with a partner.
Did your partner think of some words you didnt think of?
47 Part 1 Unit 7
Home and home town
Play the recording to allow the students to check which of their own
words they hear. This is not a listening comprehension exercise as such,
just a way of checking the answers. It is up to you to decide how many
times the students hear the recording and, if you think it best, interpret
any answers for them. (510 mins)
6 Listen to the recording.
How many of your words does the speaker use? 13
13
Male voice I dont live in a city, I live in a small town well, its a village really;
there are only about 3000 people there. Its by the sea; there are hills not
mountains, just hills and theres a river. There are no high buildings, no
skyscrapers, but we have shops, ofces, a library and so on. There are no
trams (and, of course, there are no underground trains), but there are buses.
Its a small town, but there are places for entertainment: we have a cinema
and a theatre, and a sports centre too.
Check the answers and teach any vocabulary the students may not
be familiar with. Put on the board the words you judge useful for your
students to learn. Without needing to correct anyone individually, you
can at this point give corrected versions of any words the students
produced inaccurately earlier.
Instruct the students to listen again, individually, to the recording.
This time the focus is on the differences between the town the speaker
describes and their home town. Ask them to make brief notes, again
not worrying if theyre not sure of the spelling of any words not already
used. (510 mins)
7 Now listen again. Make notes of the differences between your home
town and the speakers home town.
Type of town
Size of town
Where the town is
Buildings in the town
Transport
Entertainment
Instruct the students to work with a partner to compare notes. If both
students come from the same home town, it will be interesting for them
to check if they agreed on exactly the same answers and used exactly
the same vocabulary. If the students come from different home towns,
it will give them the opportunity to help each other add to their
vocabulary. (510 mins)
8 Tell your partner about your home town. Are your home towns similar
or different? If you and your partner have the same home town, did you
make exactly the same notes or are there some differences?
48
Engage the students interest in expressing likes and dislikes (and
degrees of each). One way to do this is to write down two or three things
you like and dislike about your home town or the town you are in now
and ask the students to guess what you have written. For the purpose
of the coming activity, its best to make one of the likes and dislikes very
strong, the other relatively mild. In this way, you can give the students
an example of using the 1 to 5 scale. (23 mins)
Instruct the students individually to complete the questionnaire, giving
each category a score on the 1 to 5 scale and making any brief notes
(examples, reasons, etc). (5 mins)
9 What things about your home town do you like? Are there things
you dont like? Look at the questionnaire and ll in a number from
1 (I really dont like it) to 5 (Its great).
Make a few notes to say why you like or dont like these things.
1 to 5 Why?
The weather
The chance
to work or study
The trafc
The shopping
The local food
The sport and
entertainment
Instruct the students to work with a partner to compare notes. Ask
themto check which likes and dislikes they share and to say if they
feel equally strongly about these. Ask them to add up their total scores:
the higher the score, the happier the student is with their home town.
(510 mins)
Who is happier with their home town?
Instruct the students to nd out about other students answers. One way
to do this is to get the pairs to separate for a few minutes and each move
around the class asking classmates about their and their partners
answers. Who gave their home town the highest score? (510 mins)
Who is happiest with their home town?
Ask the students to get back with their partner and report what their
classmates said. Who gave their home town the highest and lowest
scores? Were any reasons frequently given? (5 mins)
49 Part 1 Unit 7
Home and home town
Ask the students to tell you what some of their classmates said. Take
examples of higher and lower scores and look at some reasons people
gave. Check that any taught vocabulary connected with towns is used
correctly, and teach any new items that arose when the students were
comparing notes with one another. (510 mins)
Engage the students interest in talking about other towns and cities
anywhere in the world. One way to do this is to take in a globe, atlas
or world map. (23 mins)
Instruct the students, individually, to think about a town or city they
would like to live in (permanently or only for a few months). Ask them
to think about where the place is, what the climate is like, what buildings
there are and so on. (5 mins)
12 Think of another town or city you would like to live in.
It can be in your own country or anywhere in the world.
Instruct the students to work with a partner to compare notes. Ask
themto think about the place their partner describes. Would they like
to live in each others chosen town or city? Why/why not? (510 mins)
13 Tell your partner about the town or city you would like to live in.
Is your partners town or city similar to yours?
Would you like to live in your partners home town? Why or why not?
Check the students answers. Put on the board some of the places
people chose and some of the words they used to say why they
would/wouldnt like to live there. (510 mins)
Ask the students to think about what they and their classmates have
said about places they would like to live in. It isnt possible to please
everyone, but is there one town or city anywhere in the world that
would please more of the people in the class than any other? Choose
the types of place you would like or hate to live in and give your reasons.
This will give the students a useful language model. (510 mins)
Can you and your partner suggest a town or city anywhere in the world
which would probably please most of the people in your class
including your teacher?
50
8 Occupations
Engage the students interest in the topic of occupations. One way
to do this is to use pictures of people at work, show a page of job
advertisements or take in some object typical of an occupation.
(23 mins)
Instruct the students, individually, to look at the alphabet and jot down
the names of as many occupations as they can think of to match each
letter. Tell them not to worry if they cant spell some of the words or if
there are some letters they cant match with occupations. (510 mins)
1 There are many different occupations. Look at the letters of the
alphabet. Can you name an occupation which begins with each of them?
The pictures may give you some ideas. (Dont worry if you cant nd an
occupation for every letter nd as many as you can.)
A artist N nurse
B baker O ofce worker
C computer programmer P plumber, police ofcer
D doctor, dentist Q quartermaster
E engineer R reporter, referee
F reman, orist S secretary
G gardener T telephone operator
H hairdresser U umpire
I information ofcer V veterinarian
J judge W waiter
K kitchen worker X X-ray technician
L lawyer Y youth worker
M manager Z zoo keeper
Instruct the students to compare notes with a partner and see how
many matches they can make if they put their answers together.
Monitor. Dont make corrections at this stage, but make notes of
any inaccuracies for the focus of the study phase which comes later.
(510 mins)
Together, how many letters and occupations can you match?
51 Part 1 Unit 8
Occupations
Ask the students to tell you what letters and occupations they have
matched. Put some of these on the board (in a corrected version if
there are inaccuracies in what the students say). (5 mins)
Ask the students to listen to the recording and check their answers
against those they hear. (5 mins)
3 Listen to the recording. How many of the occupations did you
and your partner also name? 14
14
Female voice I cant nd an occupation for all the letters, can you?
Male voice No, I think Ive got about half of them. Theres artist and builder
F chemist, doctor or driver and engineer.
M I cant think of a job for the letter F, but then theres gardener and hairdresser.
F Im stuck on all the next three letters I, J and K.
M Me too. What about L?
F Im sure there are lots, but I cant think of one at the moment milkman
for M, though.
M But for letters N or O? This is harder than it seems!
F Its a little easier now: painter or postman, but Q?
M Ive got reporter for R and then shop assistant.
F Teacher, of course, but nothing for the letter U.
M Nothing for V.
F Vet you know, an animal doctor.
M Oh yes, of course. Then waiter, but nothing else.
F One for the last letter is zookeeper.
M I was right thats about half the letters.
Teach any new vocabulary heard in the recording (play this again)
and focus on the correct spoken form of any occupations the students
named but produced with some inaccuracy. (510 mins)
4 Are the names of any of the occupations new to you?
Listen again and ask your teacher to stop the recording and explain
any words you dont know.
Engage the students interest in the next activity (talking about people
we know and their occupations). One way to do this is to take in a family
photo or draw a basic family tree and tell the students about some of
your relatives and their occupations (real or imagined). (23 mins)
52
Instruct the students, in pairs, to look at the list of people below and
make notes about occupations they have. Monitor, and check that the
students know the vocabulary already learnt. They may also wish to
ask you for new vocabulary if some of the people on the list have
occupations not already mentioned. (510 mins)
5 Do you know people who have the occupations you and your partner
named or heard in the recording? Talk with your partner about these
people and see how many you can match to the occupations you have
talked about.
Person Occupation
Me or my partner
My parents
Other people in my family
My neighbour(s)
My friend(s)
Others
Pronunciation practice
Engage the students interest in focusing on the sounds of English.
One way to do this is to refer to earlier units, especially Sounds
Interesting, and perhaps show the chart of phonemic symbols.
(23 mins)
Focus on the schwa phoneme, which will be familiar to the students
from earlier units. Remind the students that the schwa sound is very
common in English words (ask them to think of groups of words they
know: the numbers 1 to 20, months of the year, countries and large
cities, and say which of these contain schwa). Show that different letter
combinations can be used to represent schwa (eg, eleven, October,
London). (5 mins)
53 Part 1 Unit 8
Occupations
Instruct the students, individually, to think of occupations which end in
the letters er, or and ian, and write these below. Monitor and prompt
(possibly with mime, possibly with clues).Tell the students not to worry
if they can think of only one or two occupations or if they are uncertain
about the spelling of the full word. (5 mins)
6 The vowel sound // (schwa) is in a lot of the occupations we have
named in this unit. Can you think of examples where the same sound,
// (schwa) is the nal vowel sound of words with different spellings?
Look at the word endings below and see if you can nd more examples
for each. One is given as an example.
... er ... or ... ian
farmer doctor electrician
lawyer author technician
teacher operator veterinarian
builder actor dietician
Instruct the students to work with a partner to compare notes and see
if, working together, they can add to the number of occupations they
thought of. (5 mins)
7 Compare your list with a partner. Which occupations do you both have?
Ask all the pairs of students to tell you what answers they and their
partners found. Put these on the board, giving corrected versions of
any inaccurate forms produced. (5 mins)
Play the recording and allow the students to check their answers.
(5 mins)
8 Listen to the recording.
How many of these occupations did you and your partner name?
Did you name any that arent there? 15
15
Male voice There are lots of names of jobs which end in the letters er: driver,
lawyer, miner, soldier and so on.
Female voice There are also a few ending in or: doctor, actor, sailor, solicitor
M For the last set of words we have optician, electrician, musician perhaps
you can think of more.
Play the recording again and present the new vocabulary related to
occupations. Make sure that the students know what any new words
mean and know how to pronounce them. (510 mins)
54
9 Languages
Engage the students interest in the topic (using the four skills of
reading, writing, listening and speaking in English). One way to do this
is to take in various objects which represent the use of the language
(eg, mobile phone/speaking, pen/writing, radio/listening, English book
or newspaper/reading). (23 mins)
Instruct the students, individually, to ll in activity 1 saying how often
they use their language skills. (510 mins)
1 You are learning to use the English language. How often do you have the
chance to practise the different language skills? Put a tick (Y) to say how
often you practise each of the skills.
How often Every day Once a week Two or three times
do you practise a week
reading?
listening?
writing?
speaking?
Instruct the students to work with a partner to compare notes and say
who uses which language skills more. (510 mins)
Who uses English more often (or are your answers the same)?
Now engage the students interest in talking about their individual skills.
Produce the book/newspaper etc. you used in the earlier activity to
show that the focus of the lesson will now be on reading. (23 mins)
You may wish to pre-teach the adverbs of frequency and give an
interpretation of what constitutes very often, quite often, etc. It is
probably best to give examples of where the adverbs of frequency
are positioned (between the subject and verb is a safe option and at
this level it isnt necessary to show that some adverbs of frequency
can occupy a different position in a sentence). You may also want to
pre-teach the vocabulary in the list and add any other things people
read (eg, magazines, postcards). (510 mins)
Instruct the students, individually, to choose a number between
1 (never) and 5 (very often) to record their reading habits in English.
(510 mins)
55 Part 1 Unit 9
Languages
3 When you use English language skills, what do you use them for?
Look at these ways of using the different skills and pick a number from
1 (never) to 5 (very often) to say how often you use English
for them.
Reading ... 1 to 5
letters
novels
e-mails
newspapers
signs and notices
Instruct the students to work in pairs to compare notes to see which of
the things they both read in English and which one of them reads more.
(510 mins)
4 Compare your answers with a partner. Who reads more in English?
Instruct the students to nd out about the answers the other members
of the class gave. You can organise this as a class activity, with students
asking and answering questions in open pairs across the room or, you
could ask the pairs to separate and move around the room nding
information from their classmates and reporting back to their original
partners. (510 mins)
Who reads the most in English?
Ask the students to tell you about the information they have found.
Which of the students recorded the highest/lowest scores in the
reading questionnaire? (510 mins)
Engage the students interest in talking about listening. You could
produce a radio, or picture of a radio, to signal that listening is the
focus of this stage of the lesson. (23 mins)
Remind the students of the meanings of the adverbs of frequency
and the position they normally occupy in a sentence. You may wish
to pre-teach some vocabulary, eg, public announcements. (5 mins)
Instruct the students, individually, to choose a number between
1 (never) and 5 (very often) to record their listening habits in English.
(510 mins)
56
6 How and how often do you use these different ways to practise
your skills in listening?
Listening ... 1 to 5
to the radio
to native speakers in conversation
to the TV
to songs
to public announcements
Instruct the students to work in pairs to compare notes to see which
things both of them listen to in English and which one of them uses
English more for listening. (510 mins)
7 Compare your answers with a partner. Who listens to the most English?
Instruct the students to nd information from their classmates. Use
one of the procedures described in the reading activity (perhaps with
a procedure you didnt use last time so that you give variety to the
interaction among the students). (510 mins)
Who listens to the most English?
Which of the students recorded the highest/lowest scores in the
listening questionnaire? (510 mins)
Engage the students interest in talking about writing. One way to do
this is to produce a pen and paper to signal that the focus of this stage
of the lesson is on writing. (23 mins)
Remind the students of the meanings of the adverbs of frequency and
their usual position in sentences. You may wish to pre-teach some
vocabulary, eg, diary, notices. (5 mins)
Instruct the students to rate their writing habits in English. Remind
themof the 1 (never) to 5 (very often) scale. (510 mins)
9 How and how often do you use your skills in writing English?
Writing ... 1 to 5
e-mails
a diary
letters and postcards
notices
stories or songs
57 Part 1 Unit 9
Languages
things both of them write in English and say which of them writes more
in English. (510 mins)
10 Compare your answers with a partner. Who writes more in English?
Instruct the students to nd information from their classmates. Use
one of the procedures described in the reading and listening activities
above, perhaps varying the procedure so that this stage is not exactly
the same as the one immediately preceding it. (510 mins)
Who writes the most in English?
Which of the students has the highest/lowest score in the writing
questionnaire? (510 mins)
Engage the students interest in talking about speaking. One way to
do this is to produce a mobile phone to show that speaking is the focus
of this stage of the lesson. (23 mins)
Remind the students of the meanings and usual position in sentences
of adverbs of frequency. You may wish to pre-teach some of the items
in the questionnaire, eg, face to face, audience. (5 mins)
Instruct the students, individually, to rate their speaking habits in
English. Remind them of the 1 (never) to 5 (very often) scale. (510 mins)
12 Finally, how and how often do you practise your skills in speaking
English?
Speaking ... 1 to 5
in English lessons
on the telephone
to friends outside lessons
to an audience
face to face with native speakers
things they both use English for when they speak and say which of
themuses English more for speaking. (510 mins)
13 Compare your answers with a partner. Who speaks more in English?
Instruct the students to nd information from the other members of the
class. Use one of the procedures suggested in the reading, listening and
writing activities, ideally using a procedure which was not used in the
most recent equivalent stage if this was carried out in the same lesson.
(510 mins)
58
Who speaks the most in English?
Which of the students has the highest/lowest score in the speaking
questionnaire? (510 mins)
Ask the students, in pairs, to discuss which members of the class seem
to use English most overall. Ask for nominations from the group as a
whole. (5 mins)
Engage the students interest in building on the basis they have already
established in using the four skills in English. Congratulate them on what
they have achieved so far and encourage them to go further. (23 mins)
Now introduce the topic of other languages. One way to do this is to
show a world map or to put on the board one or two words from foreign
languages which you think will be familiar to your students.
Ask the students to note down the names of any languages they speak
(including those in which they know no more than a few words). Monitor,
and give the names of languages to students who are searching for
these. (5 mins)
15 Do you speak any other languages? Make one or two notes here.
Language(s) I speak a little Language(s) I speak a lot
Ask the students to work with a partner to compare notes and to tell
each other what some simple words and phrases from other languages
mean in English. (5 mins)
16 Compare notes with a partner. If you know any other language(s) even
only a little tell your partner a few words or phrases and say what they
mean in English.
Moving between the pairs, you could offer prompts like: words and
phrases for hello and goodbye, please and thank you; words for
types of food and drink; words for members fo the family. You may like to
ask the students to think back over units 1 to 8 to see if any of the words
and phrases in these are familiar to the students in languages other than
English and their rst language.
59 Part 1 Unit 9
Languages
Ask the students, in a whole-group activity, to tell you what words and
phrases they have exchanged. Ask if anyone else in the class knows
or can guess which languages these words come from. The object
of the exercise is not to get the right answer, but to practise using
vocabulary relating to languages: encourage the students to guess
as many languages as they wish. (510 mins)
Follow up this activity by drawing the students attention to common
endings for names of languages with examples: -ese (Chinese),
-an (German), -ian (Italian), -ish (Swedish). (510 mins)
Now ask the students to make brief notes of any languages (including
those presented and practised in the previous activities) they would
like to speak and why. Monitor, and give ideas if these are needed
(a language to help you travel, study, work, etc). (5 mins)
17 Are there any other languages you would like to speak? Make a few
notes below.
Languages I would like to speak Why?
Ask the students, in a whole-group activity, to tell you which languages
they would like to study and why. Put on the board the names of the
languages and the most common reasons. (510 mins)
60
10 Weather
This unit gives you the opportunity to recycle some of the topics and
language presented in earlier Part 1 units and it may be useful to look
back over some of these.
Engage the students interest in the topic of weather. This can be very
easily done by your taking into the classroom an umbrella, a newspaper
report on adverse weather or a videoed weather report, etc. (23 mins)
Instruct the students, individually, to look at the pictures and words
below. Ask them to match the words to the weather pictures and
to see if they know the words which are not among those given.
(510 mins)
1 Look at the pictures below and match them to words on the list.
One word does not have a picture to match. Which one?
Some words are missing. Do you know them?
wind cloud lightning fog
Instruct the students to work in pairs to compare notes. Which answers
do they share, which are different? Monitor, but dont give any answers
at this stage (the recording will do this). (510 mins)
2 Compare your answers with a partner. Do you have the same answers?
Instruct the students to listen to the recording to check their answers.
(5 mins)
3 Listen to the recording. Do you have the correct answers? 16
16
Male voice Picture A is rain. B is snow. Picture C is cloud and D is lightning.
Picture E is sun and picture F is wind. There is no picture of fog.
Ask the students to tell you what answers they had. (5 mins)
Engage the students interest in the topic of British weather in
various seasons of the year. One way to do this is to show a map
of Britain (another, to be honest, is probably to show an umbrella!)
(23 mins)
Instruct the students, individually, to ll in the answers for activity 4,
guessing what types of weather people may say they like at different
times of the year. Stress that this is not a test of knowledge of British
weather (or of the things people think about it); its just a chance to
use vocabulary connected with weather. Monitor, and encourage the
students to suggest types of weather and possible opinions with no
pressure to get the answer right. (510 mins)
61 Part 1 Unit 10
Weather
A rain B snow
C cloud D lightning
E sun F wind
4 British weather is well known (if not always well liked). You are going to
hear people talking about the weather in Britain at different times of the
year. What words connected with weather do you think you may hear?
Put a tick (Y) if you think the speakers will say they like these types of
weather and a cross (X) if you think they will say they dont.
Time of year Weather Like or dislike
Instruct the students in pairs to compare notes. They may well have
different ideas about what people will say; ask them to make a note
of opposite sets of ideas. (510 mins)
5 Compare your ideas with a partner. Do you agree about what weather
you think the speakers will say they like and dont like?
Instruct the students to nd out what their classmates think people
may say they like and dislike about the British weather. One way to
do this is to ask the pairs to separate and move around the classroom
asking other students about their and their partners ideas. (510 mins)
6 What about the other students in your class? Do they have the same
ideas? Find out what most people in the class think the speakers will say
about the British weather.
Instruct the students to get back into their original pairs to report what
they have found out from their classmates. Ask them to listen to the
recording to check their own answers and those they found from their
classmates. (5 mins)
7 Listen to the recording. Do you have the same answers as the speakers?
Which pair of students has the most answers the same as those the
speakers give? 17
62
17
1
Female voice Where I live, the summer isnt usually very good; we get a lot of
rain, which I really dont like. The winter is much better because we have a
lot of snow and thats great. Spring is often very nice; its quite dry and
sunny with a light wind so it feels fresh.
2
Male voice Summer is my favourite time of year its often hot and sunny. I cant stand
the autumn, its awful; we have a lot of fog and heavy rain. The winters not too bad;
sometimes theres snow and ice around New Year, and I like that kind of weather.
Check the answers given and see how many the pairs of students
guessed correctly. Teach any weather vocabulary which may be new
to the students. (510 mins)
Instruct the students, individually or in pairs, to listen to the recording
and make notes about what each speaker said about spring, summer,
autumn and winter. Tell the students not to worry if they dont know
howto spell the words at this stage. (23 mins)
8 Listen to the recording again. Write down the different words the
speakers use to talk about the type of weather for spring, summer,
autumn and winter.
Speaker 1 Speaker 2
Ask the students to tell you what they think the answers are, and put
these on the board. This will give you the chance to show how the words
are written and will also help you check that the students know the
meanings of the words in relation to one another. (5 mins)
63 Part 1 Unit 10
Weather
Engage the students interest in talking about different occupations
(they should know the words for several of these from Unit 8
Occupations). An easy way is to show pictures of different occupations
or take in some items which represent a job: carpenters tools,
gardeners spade, etc. (23 mins)
Instruct the students, individually, to make brief notes about the effect
the weather may have on certain occupations. Monitor, and if necessary
remind the students of some of the words they have learnt related to
weather and to occupations. (510 mins)
9 The weather can be very important for people with certain occupations.
Can you name three or four occupations the weather affects? What
types of weather affect the occupations and how do they affect them?
Occupation Type of weather How it affects the occupation
builder
postman/woman
gardener
reghter
farmer
Instruct the students to work with a partner to compare notes and see
whether they agree or disagree. You can extend this activity by asking
the students to try to persuade their partner that their own answer
is more likely; this will prompt the students to give reasons to develop
their suggestions. Expand the exchange of opinions into a group activity
by asking the pairs of students to compare notes with their classmates,
either in open pairs across the room or by separating and moving
around to check what answers other students gave and then reporting
back to their original partners. (510 mins)
10 Compare your answers with a partner. What different answers do you
have? Tell your teacher and classmates what answers your partner gave
and say if you agree with him or her.
Ask the students to tell you what they, their partners and their
classmates said about the way the weather can affect certain
occupations. This will give you the chance to check that the vocabulary
of these two topics has been acquired and can be used with condence.
Focus on any areas of pronunciation which may still naturally require
continued study. (10 mins)
64
Ask the students to talk about the types of weather in their home town
at different times of year. Is it very different from the weather where
they now live? Are there different seasons?
11 What is the weather like in your home town? Discuss the weather in your
partners home town and make a note of the differences.
Home town Types of weather
Partners home town
Engage the students interest in talking about hobbies. The vocabulary
for the topic should be familiar to them from Unit 6 Hobbies and
interests. An easy way is to show pictures of people engaged in
hobbies or to take in something you personally use for a hobby
or interest you have. (23 mins)
Instruct the students, individually, to think about their own hobbies
or interests and to say what effect, if any, the weather has on these.
Monitor, and give the students the correct form of the hobbies and
interests if these have been forgotten. You may like to give an example
from your own hobbies before asking the students to ll in their answers
to activity 12 (eg, windsurng: a strong wind has a good effect because
I can go fast; reading: weather has no effect at all because I can read
in the house). (510 mins)
12 The weather can also affect our hobbies. Think of some of your hobbies
and interests and say what types of weather have a good effect, a bad
effect or no effect on what you do.
Hobby or Type of weather Good effects Bad effects
interest
running
photography
horse riding
skiing
65 Part 1 Unit 10
Weather
66 Spoken English for Speakers of Other Languages
Instruct the students to work with a partner to compare notes. As in
activity 9, you could expand this into a whole-group activity by asking
the students to nd out from their classmates what answers they and
their partners have given. (510 mins)
13 Talk with your partner and say how the weather affects the hobbies
and interests you each have.
Ask the students to tell you what answers they, their partners (and
classmates) have given. Put some of the answers on the board and
check that the correct forms of the words connected with hobbies
and weather are known by the students. (10 mins)
67 Part 2 Social situations
In Part 2 of this book the focus is on social
situations, and the language skills needed
to communicate in a natural and polite
way. In the Spoken ESOL test, the
candidate acts out social situations with
the interlocutor. The interlocutor will play
various parts, but the candidate will always
be himself or herself. The interlocutor will
explain the context, and the situation and
will say whether the candidate should
respond or start.
At the Preliminary and Access levels the
examiner will not expect the candidate to
speak without mistakes. Students should
be advised that if they make a mistake,
they should continue talking. Candidates
should be able to respond formally or
informally as the situation requires. They
should use language appropriate to the
location and the person with whom they
are speaking. Stress and intonation
patterns make a signicant contribution
to successful communication in Part 2
situations remind your students that in
acting out real-life situations, it isnt just
what you say but the way that you say it.
The units in Part 2 include a wide range
of practice tasks that cover situations
a candidate is likely to encounter in
everyday life and also in the test. These
include polite forms of greeting and saying
goodbye, asking for and giving directions,
shopping, ordering in a restaurant,
apologising and forgiving in a range of
situations and accepting and refusing
offers. The recordings which support
the units give actual models of language
functions which your students can
incorporate into their own repertoire
of language.
Unlike Part 1 of the test, Part 2 requires the
candidate to initiate as well as respond.
It will be useful to give students as much
practice as possible in this, and the
pair/group activities are designed for this
purpose. It is probable that you will nd
yourself correcting mistakes less during
the pair/group activities in Part 2. The most
important skill for students to develop is
that of maintaining interaction, at times
in spite of mistakes (which are, after all,
a feature of native speaker production).
Close monitoring will enable you to note
any persistent errors and make these
a focus of a future lesson.
2
2009 The City and Guilds of London Institute. All rights reserved. No part of this publication may be produced or transmitted in any
form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system,
without permission in writing from the publisher.
68
Units
1 Greeting, exclaiming and saying goodbye 41 70
2 Asking and answering questions 46 77
3 Describing people, things and places 51 83
4 Expressing likes, dislikes and preferences 58 89
5 Asking for and giving directions 62 92
6 Shops and restaurants 66 95
7 Apologising and forgiving 71 103
8 Accepting and refusing offers 74 107
2
Part 2 Social situations
It will help you to communicate condently
if you know the natural and polite way to
speak to people in social situations. You
may want to use English in many different
social situations: in shops, in cafs and
restaurants, when you travel by train,
bus or plane, at the cinema or theatre,
in hotels, at a friends home and so on.
The units that follow will help you to build
the language skills you need for this.
These units will give you practice in using
English to do things like ask and answer
questions, agree and disagree, apologise,
say thank you, offer things to people and
accept or decline things they offer you.
You will learn the language functions you
need to do things you want to do in a wide
range of familiar, real-life situations.
In Part 2 of the Spoken ESOL exam you will
have a chance to use English in different
social situations. These will always be
everyday situations that you experience
in real life. You may be in a caf or a shop.
The interlocutor sometimes plays the role
of someone else, but you dont you are
always you. Be sure that you understand
what the situation is and what role the
interlocutor is playing. Ask the interlocutor
to explain if you dont understand.
You will want to think about a few
important things:
Who are you talking to?
Are you talking to a friend, someone in
your family or a stranger? Is the person
older or younger than you? These things
affect what you say and how you say it.
Where are you?
Are you at home, in a shop, in your
English class or somewhere else? How
do you feel and how do you act in these
places in real life?
What are you doing with
your English?
What language functions are you using?
Are you answering a question or are
you asking a question? Are you asking
for directions or giving directions? Are
you making a suggestion or are you
agreeing or disagreeing with someone?
It will help if you practise all these and
many other language functions before
the day of the test.
69 Part 2 Social situations
1 Greeting, exclaiming and saying goodbye
Greeting
Engage the students interest by walking round the classroom, greeting
students in different ways. (Good morning! Hi! Hello How are you?
Nice to see you! Hows life? Everything okay?). Ask the students to
shake hands and greet their partners.
Ask students to guess who and where the people are in the ve
dialogues they are going to hear. Play the recording. Get them to
compare their answers. Then ask them to listen again and check
their answers. (5 mins)
1 Listen to the people in the dialogues. Who are they? Where are they?
Write down your ideas. 18
Who? Where?
18
1
Male voice Hi Sally! How are you?
Female voice Hiya! Tom. Im ne, thanks. And you?
M Yes, thanks. Where are you going?
F Shopping. What about you?
M Im going to the library. This is my stop.
F Right. Bye, then.
2
F Hello, love. Did you sleep all right?
M Hello, Mum. Yes, I slept ne, thanks. Whats for breakfast?
F Eggs? Cornakes?
M Cornakes, please. And coffee.
F Okay. Sit down, then.
70
3
F Good morning, Mr Richards. The Daily News, please.
M Morning, Mrs Cooper. Here you are. Lovely day again.
F Yes, it is. Thank you. Goodbye.
M Bye now.
4
M How do you do? My names Thomas. Thomas Brown.
F Oh, nice to meet you, Thomas. Im Jenny Reeves.
M I havent seen you before.
F No. This is my rst day here. Im looking for my ofce. Its Room 6B.
M (surprised) 6B! Thats my ofce too. Are you the new manager?
F (laughing) Thats right
5
M Good evening, Lisa. Late again!
F Evening, Mr Jeffries. Sorry Im late. The trafc was terrible.
M Dont worry. We havent started yet. Have you done the homework?
F Of course. Here it is.
2 Compare your answers with your partner. Listen again and check.
Play the recording a third time. Ask the students to tell you how the
people greet each other. Write the words of greeting on the board.
Practise pronunciation and intonation. (5 mins)
3 Now listen again. How do the people greet each other? Practise these
greetings with your partner.
Hi!/Hiya! How are you?
Hello!
Good morning!/Morning!
How do you do?
Nice to meet you.
Good evening!/Evening!
Ask the students to rank the following responses from 1 (feeling really
good) to 5 (not feeling well): 1 Very well you?; 2 Fine you?; 3
All right you?; 4 Im so-so you?; 5 Im not very well. (5 mins)
71 Part 2 Unit 1
Greeting, exclaiming and saying goodbye
4 Look at the different ways you can reply to a greeting.
Put them in order from 1 (good) to 5 (bad).
Im so-so. And you?
Very well, thanks. How about you?
Fine, thanks. And you?
Im not very well.
Alright/Okay, thanks. And you?
Check their answers and correct any intonation or pronunciation.
5 Check your answers.
Recording 19 will help students with intonation and pronunciation.
6 Listen to the next recording for language practice. 19
19
1
Male voice Not too bad. And you?
2
Female voice Very well, thanks. And you?
3
M Fine, thanks. And you?
4
F Im not very well
5
M Alright, thanks. And you?
Get students to walk around the class greeting and responding
to each other, using these phrases. (3 mins)
7 Now walk around your classroom. Greet and reply to everyone in the
room. Use all the phrases.
Exclaiming
Ask students to look at and practise the phrases given in activity 9.
Ask the students to work in pairs and match the exclamations to
the pictures. Talk about the pictures and give them the necessary
8 Look at the pictures opposite. What is happening? Compare your ideas
with your partner.
72
Ask the students to look at the following phrases.
9 Look at these phrases and match them to the pictures.
Well done!
Oh dear!/Bad luck!
Good luck!
Congratulations!
Happy birthday!
Check their responses. Listen to the recording to practise intonation
and pronunciation.
10 Check your answers and listen to the recording for language practice.
20
20
1
Male voice Happy birthday!
2
Female voice Good luck!
3
M Congratulations!
4
F Well done!
5
M Oh dear! Bad luck!
Give them some more examples and ask them to call out the appropriate
responses. You will need to give them strong clues (visual acting;
aural intonation). (5 mins)
I passed my driving test!
Ive broken my arm.
Ive/my wifes had a baby girl.
Im going to the dentist
Im twenty-one today!
11 Now listen to your teacher and give the right replies.
73 Part 2 Unit 1
Happy birthday! Good luck!
Congratulations! Well done!
Oh dear! Bad luck!
Saying goodbye
Working in pairs, ask the students to guess who the people
in the pictures are. Where are they going? Check. (10 mins)
12 Look at the people in the pictures. Who are they? Where are they going?
Who? Where?
A grandmother and family the family is going on holiday
B mother and child the child is going out
C students leaving lessons
D friends driving away after a visit
Listen to the recording as a whole class. Match the dialogues to the
pictures. Play again and get the students to call out the phrases for
saying goodbye. Check them against the examples given in the book.
13 Now listen to the recording. Match the dialogues to the pictures.
Check your answers. 21
Goodbye!
Bye!
Bye-bye!
See you again soon!
See you tomorrow/next week!
Cheerio!
21
1
Gran Have you got everything?
Dad I hope so!
G Have a lovely holiday!
D Thanks. We will!
G Send me a postcard
Young male Okay. Bye-bye, Gran.
G Goodbye then. Take care
2
Child Im going now, Mum.
Mum Alright, love. Dont be late home.
C Okay. Cheerio.
M Yes, cheerio!
74
A B
C D
3
Male voice Alright, class. Thats the end of the lesson. Goodbye. See you tomorrow.
Students Bye. Goodbye. See you tomorrow.
M Take care!
4
Female 1 Thanks for lunch. It was lovely.
Female 2 Thank you for coming.
F1 See you again soon then.
F2 Yes. See you soon. Bye!
Play once more to practise pronunciation and intonation.
14 Listen to the recording again for language practice.
Using the tapescripts they have listened to as models, get students to
write their own dialogues in pairs and act them out in front of the class.
Encourage them to use a wide range of situations, but to make sure they
sound natural. Monitor by going from pair to pair, making suggestions
and helping with accuracy. When they are ready, ask each pair to act
out their dialogues for the rest of the class. The rest of the class have
to guess where the situations are taking place. (10 mins)
15 Now write your own dialogue about saying goodbye. Use the language
you have practised. The rest of the class must guess who you are and
what the situation is.
Student A
Student B
Student A
Student B
Student A
Student B
16 Now act out your situation for the class.
75 Part 2 Unit 1
Test practice
The organisation of the test practice is a matter for your judgement
in the particular teaching situation you are in. With larger classes, it
can be difcult to use the practice test as an activity in class time. You
can ask the students to practise in pairs, with one adopting the role
of interlocutor, but if it is possible to conduct the practice exercise
(and at some stage a full practice test) yourself or have a fellow teacher
do so, it will be valuable test preparation.
(Timings will vary, but this type of task would normally take 2 or 3
minutes in the test itself and one of the test skills to cultivate is a uent
exchange of information/comment.)
A You meet a new student in your school. What do you say?
B You see a friend after a long time. What do you say?
C You meet a stranger at a party. What do you say?
D A friend has got a First Class pass in an exam. What do you say?
E Someone has failed their swimming test. What do you say?
F Its someones birthday. What do you say?
G Someone is going to take a music exam. What do you say?
76
2 Asking and answering questions
Engage the students interest by walking around the class, quick-ring
simple wh questions at the students using how, why, what,
where, when, who, whose,eg,
Whats your rst name?
Whats your surname?
Where are you from?
How old are you?
Where do you live?
Whats the time?
Whens your birthday?
Why are you in this classroom?
Whos your best friend?
Whose book is this? (10 mins)
1 The teacher will ask the class some questions. Answer these questions.
Draw a big question mark on the board. This time ask students to give
you the wh words and write them around the question mark. Elicit the
words by getting them to form the questions to:
Im (your age) How ?
Its (your name) What ?
In (your country of birth) Where ?
This is (name someone in a photo you hold up) Who ?
My birthdays in (give month) When ?
Because I didnt pass my test (looking very sad) Why ?
Its my bag Whose ?
2 Write down all the wh and h words you use for questions.
Ask students to make questions to the answers given in activity 3.
Monitor and check for accuracy. Play the recording to check their
question-forming. (510 mins)
3 Now write the questions to these answers.
Question Answer
Im twenty-three.
My names Robert Hardy.
Im from Canada.
Shes my sister.
My birthdays on 5 May.
Its on the table.
Im not coming because Im tired.
Its six oclock now.
77 Part 2 Unit 2
Asking and answering questions
Ask the students to compare their questions with those of their partner.
Play the recording to check whether their questions match those given.
4 Compare your questions with your partner. Listen to the recording.
Are your questions the same? 22
22
1
Female voice How old are you?
2
Male voice Whats your name?
3
F Where are you from?
4
M Who is she?
5
F Whens your birthday?
6
M Where is it?
7
F Why arent you coming?
8
M What time is it?
Ask students to ll in the information sheet about themselves.
Pre-teach the vocabulary. (23 mins)
5 Now ll in the information about yourself.
First name Surname
Age Birthday
Country Home town
Address Phone number
Ask the students to work in pairs and form the questions they need
to get the information theyve just given. Play recording 23 to check
their answers. Get them to practise by asking and answering in pairs.
(510 mins)
6 Listen to the recording. Ask and answer the questions with your partner.
23
23
1
Male voice Whats your rst name?
2
Female voice Whats your surname?
3
M How old are you?
78
4
F Whens your birthday?
5
M Where are you from?
6
F Whats your address?
7
M Whats your phone number?
Give each student a photo of a different person. Tell them that they must
now become the person in their pictures. You can make this amusing by
giving students you know well pictures which are very different from
themselves (age, looks, sex, etc) Get them to think about the life of the
person in the picture and to create an identity for the person.
7 Look at the photo your teacher gives you. This is the New You! Create
your new identity.
First name Surname
Age Birthday
Country Home town
Job Married/single
Children Brothers/sisters
Pets Hobbies
Phone number
Let them move around the class asking and answering questions about
their new identities. Its a good idea to let this continue until they feel
quite condent about their question forming and answering. You can
have a new identity too! They must show their pictures after giving the
information. Make sure they dont ask the questions in order. Encourage
them not to read from their books.
(1015 mins)
8 Move around the class asking and answering questions about each
other. The questions dont have to be in order. Try not to look at
your books.
On the board write some prompt information about yourself,
eg, Teacher, age 32, married, two children, one sister, Italy, Milan,
brown hair
Now write Are you ? Have you got ? Do you ? on the board.
Get students to ask you questions about the information using these
prompts. (510 mins)
79 Part 2 Unit 2
9 Your teacher will write some information on the board. Look at the
information. Ask your teacher questions to get short answers. Use
these prompts:
Are you ...?
Have you got ...?
Do you ...?
For example:
Are you a teacher? Yes, I am.
Are you twenty years old? No, Im not.
Reply using the short forms : Yes, I am. No, I dont. Yes, I have.
Write up the complete question-and-answer forms on the board
as models, eg, Are you a teacher? Yes, I am.
Have you got any sisters? No, I havent.
Do you live in Milan? Yes, I do.
Bring colour pictures of two different people to the class. Attach them
to the board. Give each person a name.
Ask the whole class questions about the people, in order to elicit short
answers. Write any vocabulary up.
Has John got blue eyes? Yes, he has./No, he hasnt.
Is Maria tall? Yes, she is./No, she isnt.
Is her dress red? Yes, it is./No, it isnt.
(Explain that it is a pronoun for dress here.)
Are Johns trousers black? Yes, they are./No, they arent.
Have they both got long hair? Yes, they have./No they havent.
(Explain that they is a pronoun for John and Maria here.) (510 mins)
Ask the students to look at the pictures and short-form answers
in activity 10. (12 mins)
80
Is he fat? Has she got
No, he isnt. straight hair?
No, she hasnt.
Is she happy? Have they got
Yes, she is. heavy bags?
Yes, they have.
Are they dancing? Does he like
Yes, they are. loud music?
Yes, he does.
Are they hot? Do they live
No, they arent. in the city?
No, they dont.
10 Look at the pictures.
Practise the questions and answers with a partner.
Working in pairs, give each student a different picture of a person.
Get them to ask and answer similar questions about the people
beginning with Is? Are? Has? Have? Do? Does?
Move around and monitor the class. (5 mins)
11 Your teacher will give you each a picture. Walk around the class asking
and answering questions about the pictures. Give short-form answers.
Tell students to look at the personal details of the two people listed
in activity 12. Tell them to listen to the recording and to complete the
information on the cards. (5 mins)
12 Look at the personal details listed below. Listen to the recording and
complete the information about the people. 24
Ruth Moss Bob Maycock
Job hotel receptionist Job computer programmer
Age 27 Age 42
Country England Country from Scotland
Town Exeter Town lives in London
Place of work Thistle Hotel Place of work self-employed, travels a lot
Family husband Family wife and two children
Free time canoeing Free time plays football and tennis with
children
24
1
Female voice Hello! My names Ruth Moss and Im a hotel receptionist. I really
love my job because I meet a lot of different people every day. Im 27 years
old and I come from Exeter, which is in the west of England. Im working at a
very big hotel at the moment. Its called the Thistle Hotel and its in the city
centre. I work from eight oclock in the morning until three in the afternoon.
Im married, but I dont have any children. My husband and I enjoy canoeing
weve got our own canoe and we usually go canoeing on the River Exe at
the weekend.
2
Male voice Hi! Im Bob Maycock and Im a computer programmer. Im 42 years old and
Im self-employed. I design programs for different companies and I have to travel a lot
for my job. I come from Glasgow in Scotland, but I live in London now. I enjoy my job
and I love travelling, but I miss my family when Im away. Im married and Ive got two
children a son and a daughter. When Im at home, I like playing football and tennis
with my children.
13 Listen again and check your answers.
81 Part 2 Unit 2
Test practice
The practice test can be used as an activity in class time. Ask the class to
practise in pairs, adopting the role of interlocutor alternately. Depending
on time available and class sizes, it can be good for students to conduct
the practice exercise (and at some stage a full practice test) yourself or
have a fellow teacher do so, to give valuable test preparation. (Timings
will vary but this type of task would normally take 2 or 3 minutes in the
test itself.)
A You want to know the interlocutors rst name. Find out.
B You want to know the name of a friends new CD. Find out.
C You want to know where your friend works. Ask.
D You want to know where someone lives. Ask.
E You are in a library. Find out when it closes.
F You are on a train. Find out when it arrives at your station.
G A friend is having a driving lesson. Find out how much it costs.
H Its your friends birthday. Find out her age.
82
A B C
D E F
3 Describing people, things and places
Describing people
Ask the students in their pairs to look around the classroom and to tell
each other how many of the colours listed in activity 1 they can see.
Are they light or dark? (5 mins)
1 Look around the classroom. How many of these colours can you see?
black white red blue
green purple orange pink
grey brown yellow
Working in pairs, how many of these clothes can they see? (5 mins)
2 Look at the clothes of the people in the pictures. How many of these
items of clothing can you see?
a shirt B a T-shirt E a skirt F a dress C
a sweatshirt A a jumper D a tie B a jacket B
a coat F a hat F a scarf F trousers B
jeans D shorts A shoes B boots F
trainers A, D socks A
Tell the students to guess whose clothes you are describing. Describe
the students clothes. Use the phrase S/hes wearing The class guess.
After the class guess correctly, ask the students to work in pairs and
guess whose clothes each is describing. Move around and monitor.
(5 mins)
3 Look around the class. Whos wearing what? Choose a student in the
class. Describe his or her clothes to your partner. Can your partner
guess who it is?
Give each student a selection of photos from magazines ask them
to nd someone who is tall/pretty/handsome/good-looking. (5 mins)
4 Look at the pictures your teacher gives you. Try to nd someone who is:
tall
pretty
handsome
good-looking
Get them to show each other who they have chosen.
5 Show your partner your choices.
Now ask the students to tell each other why they have chosen their
photos. Tell them to use the phrases suggested in activity 6. (24 mins)
83 Part 2 Unit 3
Describing people, things and places
He/shes Shes
He/she looks She looks
about about
Hes Hes
He looks about He looks about
Shes Shes
She looks about She looks
about
6 Now tell your partner why you chose these people. Use these phrases:
He/shes got short
long
straight
curly
dark/fair/grey hair.
He/shes got blue
green
brown eyes.
He/shes (quite/very) slim.
(quite/very) tall.
Tell students in their pairs to look at the illustrations in activity 7 and
guess the ages of the people. Ask them to use the phrases given.
(5 mins)
7 With a partner guess the ages of the people in the pictures.
Tell them the real ages of the people: the baby is 8 months, the little girl
is 2, the man is 45, the teenager is 16, the older woman is 70 and the
younger woman is 32.
Describing things
Tell the students they will hear a recording of people describing things
they have bought. Play the recording. Ask them to guess what the
people have bought.
8 Listen to the recording. What things have the people bought?
Write your answers. 25
1 T-shirt
2 trainers
3 sports bag
4 watch
84
25
1
Male voice Its black and its made of cotton. Its got short sleeves and
theres a picture of an elephant on the front. Oh yes, its medium size.
Its made by Benetton.
2
Female voice Theyre size eight and theyre white. Theyre made of leather and theyre
okay for running and for playing tennis. Theyre made by Adidas.
3
M Its blue and green. Its quite big and its got two handles. Theres a zip along
the top. I can put all my football things in it. Its made of nylon and its made
by Nike.
4
F Its quite small, its round and its made of plastic. The strap is pink with white stars
on it. Its not digital. Its made by Swatch.
Play the recording again and check their answers. (25 mins)
Tell them to listen to the recording and get them to practise the
intonation. (58 mins)
10 Listen to the next recording and make notes about what you think is
being described in each part. 26
26
1
Male voice What colour is it?
Female voice Its light green.
2
M How big is it?
F Its quite big.
3
M What size are they?
F Theyre medium.
4
M What shape is it?
F Its square.
85 Part 2 Unit 3
5
M Whats it made of?
F Silver.
6
M Whos it made by?
F Suzuki.
Tell the students to match the questions and answers in activity 11.
Ask them to practise the dialogue in their pairs.
11 Look at these phrases.
What colour is it/are they? Its/theyre white, pink
How big is it/are they? Its/theyre quite small, very small,
quite big, very big.
What size is it/are they? Its/theyre small, medium, large,
size 6, 8, 14.
What shape is it? Its/theyre round, square.
Whats it/are they made of? Its/theyre made of wool, cotton, wood,
plastic, gold etc.
Whos it /who are they made by? Its/theyre made by Sony, Rolex, Volvo,
Nike, etc.
Get the students in their pairs to ask and answer the questions about
each others belongings.
12 Work with your partner. Ask and answer questions in activity 11 about
each others:
watch T-shirt
trousers bag
jumper jacket
other item
Move around to monitor and check.
Get the students to match the words and pictures of things found in a
living room. Check that students know the accompanying vocabulary.
86
window sofa armchair chair
table rug replace lamp
computer bookcase bookshelf clock
mirror TV picture
A B
C D
13 These pictures are things you can nd in a living room. Match the words
and pictures.
window lamp mirror TV
replace bookshelf clock computer
picture sofa armchair chair
table bookcase rug
Describing places
To engage the students interest, tell them to shut their eyes. You want
to elicit short answers from them about your classroom. Ask them
questions about the room and what is outside,eg,
How many desks are there?
Whats on the blackboard? (make sure youve written or drawn
something on it)
Wheres the (eg, picture of London)
What colour are the chairs?
Is the clock above the door?
Are there any books on my desk?
Is there a mirror on the wall?
What can you see outside the window? (35 mins)
14 Can you describe your classroom?
Play the recording. Ask the students which of the four rooms the person
is describing. (It is Room B.)
15 Listen to the recording. Which room is the person describing? 27
27
Female voice My living rooms quite big. Theres a sofa by the window and two
armchairs. The TVs on a small table in the corner and theres a lamp next to
it. Theres also a tall bookcase with all my books. In the middle of the room
theres a rug where my cat usually sleeps.
Ask them to decide which room it is.
Write There is and There are on the board. Ask the students in their
pairs to describe and guess the other three rooms. Move around the
class and monitor. (5 mins)
16 Now describe another room to your partner. Can your partner guess
which it is?
Ask the students to work in pairs and describe their own living rooms
to each other. (5 mins)
87 Part 2 Unit 3
17 Now describe your living room to your partner. Use your dictionary
for new vocabulary.
Write the question phrases you used at the beginning of the unit on
the board, eg, How many? What is? When is?.
Get students to ask questions, using these phrases, about your kitchen.
Provide the necessary vocabulary. (510 mins)
18 Ask your teacher questions about his or her kitchen.
The students can then work in their pairs asking and answering
questions about the rooms in each others houses.
Move around, monitor and correct.
19 Work with your partner. Ask and answer questions about the rooms
in your houses. Ask your teacher to help with the vocabulary.
Test practice
As in previous units, the students will benet from practising the
description tasks listed below in their pairs, or if you or a fellow teacher
can act as interlocutor to ask questions. (Timing of the test practice will
vary according to time available, but during the test this type of task
will take 23 mins.)
A A friend asks about your teacher. Describe him or her.
B Someone asks what your best friend looks like. Describe your friend.
C Someone asks about your parents. Describe them.
D Someone asks you what your classroom is like. Tell them.
E A friend asks what your bathroom is like. Tell them.
F The interlocutor asks about your new T-shirt. Describe it.
G Youve got some new shoes. Describe them to your friend.
H You want to sell your bike. Describe it to a friend.
88
swimming eating in
restaurants
cycling computer games
climbing watching TV
mountains
playing tennis cooking
washing up jogging
travelling by train listening to music
4 Expressing likes, dislikes
and preferences
Engage the students interest by asking them to guess which job in the
house you like doing the most and which you like the least. Give them
clues, eg, the rst letter of the task or when you do it. Mime the action
if they still cant guess.
Tell the students to match the words and pictures. Ask them to tick the
things they like doing and to put a cross next to the things they dont
like doing. (510 mins)
1 Write the name of the activity under each picture. Tick (Y) the things
you like doing. Cross (X) the things you dont like doing.
swimming playing computer games
cooking listening to music
playing tennis eating in restaurants
cycling travelling by train
climbing mountains washing up
jogging watching TV
Get the students to practise the following phrases.
2 Look at these phrases:
I dont like it.
I dont like it much.
I quite like it.
I really like it.
Brainstorm and write up as many leisure activities as the class can think
of. Ask the students what activities they like and what activities they
dislike. Move around the class, monitor and check intonation. (5 mins)
3 Think of all the activities you like and dislike doing. Tell your teacher.
Get the students in pairs to ask and answer each others questions
about their leisure activities.
4 Now walk around the class. Ask other students what they like and
dislike doing. Answer their questions too. For example:
Student A: Anna, do you like dancing?
Student B: Yes. I really like it.
Student B: Harry, do you like playing football?
Student A: No. I dont like it much.
89 Part 2 Unit 4
Expressing likes, dislikes and preferences
Brainstorm different kinds of music with the class, eg, rock, jazz,
opera, folk, African, classical. (5 mins)
5 What kind of music do you like? Tell your teacher.
Write on the board What kind of music do/dont you like?
Get students to move around the class asking and answering this
question. (25 mins)
6 Move around the class asking students the same question: What kind
of music do you like?
Write on the board Whats your favourite fruit? Brainstorm with the
class and write their ideas on the board. Get them to move around the
class asking the question, using the vocabulary on the board. (5 mins)
7 Whats your favourite fruit? Tell your teacher.
Extend this exercise with the question Whats your favourite fruit juice?
Get the students to ask each other what kind of juice they like best.
8 Walk around the class asking and answering the question: Whats your
favourite fruit juice? Use these phrases:
I like juice best.
My favourites
Tell the students to listen to the recording. Ask them to write down what
the people like and dislike. (25 mins)
9 Listen to the recording. Write down what the people like and dislike.
28
Person Likes Dislikes
Lucy going to discos swimming
Ben golf cooking
Maggie walking her dog shopping
28
1
Female voice 1 Hello, Im Lucy. I work in a ower shop ve days a week.
At the weekend I love going to discos with my friends. Ive got two sisters.
They both like swimming, but I dont.
2
Male voice Hi! My names Ben. My favourite sport is golf. Its quite an expensive hobby,
but I really like it. Ive got a girlfriend who is a very good cook. Im pleased about this
because I hate cooking.
3
Female voice 2 Hello, Im called Maggie and Im a teacher. Im very busy during
the week, but on Saturdays I usually go walking with my dog. I really love it.
Sometimes I go shopping too, but I dont like it. The shops are too noisy and
full of people.
90
Play the recording again to allow students to check their answers.
Test practice
Finish the lesson by giving the students the chance to work with another
partner, alternating the role of interlocutor. You may wish to repeat the
practice so that the students can benet from working with different
A Someone asks what your favourite sport is. Reply.
B A friend asks what you like doing in the evening. Tell them.
C The interlocutor asks which TV programme you like best. Reply.
D A friend asks which kind of lm you dont like. Explain.
E The interlocutor asks which day of the week you like best. Reply.
F Someone asks what your favourite meal is. Tell them.
G Someone asks what kind of book you like best. Explain.
H Your teacher asks where you like going with friends. Reply.
I Someone asks what music you dont like. Tell them.
91 Part 2 Unit 4
Expressing likes, dislikes and preferences
bank
bookshop
post ofce
railway station
supermarket
5 Asking for and giving directions
Take a few different maps into class with you a map of a country, of
a region, of a city. Hold them up and ask the students to tell you which
places the maps show. Ask who enjoys looking at maps. Find out why.
Who has a good sense of direction? Who gets lost easily? Why?
Ask the students to match the things to the places they can be found.
What other things can be bought or can you do in these places? (5 mins)
1 Look at the pictures of things you can get in your town centre.
Where do you get them? Write the name of the place on the right under
the thing you can nd there.
92
music shop
Now instruct the students to nd these places on the street map.
Ask the students to describe where they are to their partner using the
prepositions supplied. Check the use of vocabulary and correct where
necessary. (5 mins)
2 Now nd the places in activity 1 on the map. Work with your partner
andtake turns explaining where each place can be found.
Use these phrases:
in on the corner of
on the left on the right
at the end next to
between opposite
Play the recording. (5 mins)
3 Listen to the recording. 29
29
1
Male voice Excuse me, is there a bank near here?
Female voice Yes. Its on Park Road. Its next to the Post Ofce.
M Thanks very much.
F Youre welcome.
2
F Excuse me, wheres the music shop, please?
M Its on the corner of Victoria Street and London Road.
F Thank you.
M Thats okay.
3
M Excuse me, wheres the railway station, please?
F Its at the end of Station Road.
M Oh. Thanks a lot.
F Not at all.
4
F Excuse me, Im looking for a bookshop?
M Theres one on Station Road, opposite the ABC Cinema.
F Oh. Thanks very much.
5
M Excuse me, wheres the Post Ofce, please?
F Its on Park Road, next to the bank.
M Oh. Thanks a lot.
F Thats okay.
6
F Excuse me, wheres the supermarket, please?
M Its on the High Street. Its opposite the church.
F Thank you.
M Not at all.
Play the recording again. Ask the students to listen for the following
phrases used by the speakers.
4 Now listen again. Can you hear these phrases?
Excuse me, is there a near here?
Excuse me, wheres , please?
93 Part 2 Unit 5
Asking for and giving directions
Thanks very much.
Thank you.
Thanks a lot.
Youre welcome.
Thats okay.
Not at all.
Play the recording a third time, pausing so that students can practise
the intonation. (5 mins)
5 Now practise the dialogues.
Get the students to work in pairs and ask where some other places
on the map are. Ask them to use a similar dialogue format. (5 mins)
6 Now ask your partner about other places on the map. Where are they?
For example:
Wheres the nearest cinema?
Is there a swimming pool near here?
Wheres the church?
Ask students to move around the classroom asking and answering
questions about the local area, using the language they have been
practising. Give them some examples on the board and then ask them
to use their own ideas. (510 mins)
7 Now think of places in your town. Walk around the class asking students
where the places are. Answer their questions too.
Test practice
partner, alternating the role of interlocutor. (510 mins)
A You want the nearest restaurant. Ask.
B You dont know where the park is. Ask.
C You want to know where the supermarket is. Find out.
D You dont know where the college is. Ask.
E Someone asks where the toilets are. Tell them.
F A stranger asks where the Lion Hotel is. Reply.
G A friend asks where your house is. Explain.
H A tourist is looking for the bus station. Say where it is.
94
6 Shops and restaurants
Engage the students interest by asking them to brainstorm the different
shops that they use. Write them all on the board. Then ask for one thing
you can buy in each shop. Write the items next to the shops. Get the
students to work in pairs and think of as many items for each shop as
they can give a two-minute time limit. (5 mins)
1 Think of the different shops you use. Tell your teacher.
What do you buy there?
Ask students to listen to the recording. In their pairs ask them to decide
which shops the people are in. (57 mins)
2 Listen to the recording. Which shops are the people in?
Compare your ideas with your partner. 30
30
1
Male voice Good morning. Can I help you?
Female voice Yes. I want a kilo of onions and two kilos of tomatoes, please.
M Here you are. Anything else?
F No, thats all, thank you.
M Thats two pounds exactly, please.
2
F Hello. Can I help you?
M Yes. Have you got this one in blue?
F What size are you, sir?
M Medium.
F Yes, here we are.
M Can I try it on?
F Of course. The changing rooms over there.
3
F What would you like, sir?
M Can I have a large loaf of brown bread, please?
F Anything else?
M Yes. Two jam doughnuts and a chocolate cake.
F Thats three pounds altogether, then.
M Here you are.
F Thank you.
95 Part 2 Unit 6
Shops and restaurants
big small tight loose
long short expensive itchy
4
F Hello. Im looking for some walking boots.
M Leather ones?
F Yes, please.
M And what colour?
F Brown.
M What size are you?
F Im size six.
M Just one moment. (Pause)
M What about these?
F Oh yes. I like those. Can I try them on?
M Of course. Let me help you. (Pause)
F Theyre very comfortable and they look nice too. How much are they?
M Theyre a hundred and thirty euros.
F Right. Ill take them, please.
Play the recording a second time to check and to practise intonation.
Write up any phrases which are new to the students.
3 Listen again and practise the dialogues.
Take into class two pieces of clothing one very small and one very big.
Try to put them on (or invite a student to). Ask whats wrong with the
clothes. Introduce the phrases too big/too small/too tight and, if you
think its appropriate, not big enough.
Working in pairs, ask your students to match the words to the pictures.
More than one word may t a picture. (5 mins)
4 Work with your partner. Match the words and pictures.
too itchy too loose too long too short
too tight too expensive too small too big
Check the results and explain any new vocabulary.
5 Check your answers.
Engage the students interest by collecting an amount of coins/change
in a jar/tin. Show it to the students and ask them to guess how much
money there is. The nearest guess is the winner!
Then ask the students to listen to the recording. Ask them to write the
prices of the items. (5 mins)
96
6 Listen to the recording. Write the prices of the items. 31
Items Prices
Crisps 0.30
Can of cola 0.65
Bottle of water 1.00
Bar of chocolate 0.48
T-shirt 24.99
Jeans 19.99
Socks 3.00 or 4.00 for two pairs
CD 12.50
31
1
Female voice How much is a packet of crisps, please?
Male voice Thirty pence.
2
F Id like a can of cola, please.
M Thats sixty-ve pence, then.
3
F Can I have a bottle of water?
M Here you are. Thats a pound, please.
4
F A large Mars Bar, please.
M Thats forty-eight pence, then.
5
M How much is this T-shirt?
F Its twenty-four ninety-nine.
6
M How much are these jeans, please?
F Theyre nineteen ninety-nine.
7
M How much are these socks, please?
F Three pounds. Or four pounds for two pairs.
8
F Id like this CD. How much is it, please?
M Its twelve pounds fty.
Check their answers and draw attention to the way that the prices
are spoken.
7 Check your answers. Note: Its twelve ninety-nine. means Its twelve
pounds and ninety-nine pence.
97 Part 2 Unit 6
Play the recording a second time and practise intonation.
8 Listen again and practise.
Your own shop
Give each pair of students a card with the name of a shop, eg, Marios
Music Store, Karls Cake Shop, Annas Clothes, Sports Clothes and Shoes.
Together they write down the things that their shop sells on a large
piece of paper with the prices next to them.
Turn the desks into shops with the names and items displayed. Divide
the pairs into shoppers and shopkeepers. The shoppers move from
shop to shop buying things. Get them to activate all the language they
have studied. You could put the suggested vocabulary on the board to
help them. (1020 mins)
9 Work in pairs. Look at the card your teacher gives you.
This is the name of your shop write down the types of things you sell
and the prices.
Student A: You are the shopkeeper. Other students will come to buy
from you.
Student B: You go shopping, moving between the shops. Ask what the
shops sell. Ask about prices. Buy things. Use these words to help you:
Id like
I want
What ?
How many ?
What colour ?
What size ?
Its/theyre too tight/too big.
How much ?
After 5 minutes swap the shoppers for shopkeepers, so everyone
plays each role. Move around the room and monitor.
10 Now swap roles with your partner.
Ordering food and drink
Engage the students interest by asking them to brainstorm with
the class to nd out their favourite cafs and restaurants.
11 Which is your favourite caf or restaurant? Tell your teacher.
98
In pairs they can ask each other questions, eg, Why do you like it?
Where is it? What do you eat there? (5 mins)
12 Ask and answer these questions with your partner.
Why do you like it?
Where is it?
What do you eat there?
Is it expensive?
Tell students to listen to the recording and write down what food
and drink the people order. (5 mins)
13 Listen to the recording. What do the people order? Write it down. 32
1
Food chicken and rice
Drink water
2
Food steak and green salad
Drink orange juice
3
Food cheese sandwich on brown bread
Drink white coffee, no sugar
32
1
Waiter Hello. Can I help you?
Customer Yes, Id like chicken and rice, please.
W Would you like anything to drink?
C Just water, please.
2
W Are you ready to order?
Customer 2 Yes. Can I have a steak and green salad, please?
W Certainly. And anything to drink?
C2 Id like an orange juice, please.
3
W What would you like?
Customer 3 I want a cheese sandwich, please.
W Brown or white bread?
C3 Oh, brown, please. And Id like a coffee as well.
W Black or white?
C3 White coffee, please. No sugar.
W Right.
99 Part 2 Unit 6
Play the recording again to check their answers and to practise the
language and intonation.
14 Listen again. Check your answers. Practise the dialogues.
Ask the students to pretend that they own a restaurant. What would
they put on the menu? Instruct each student to write a menu for his or
her restaurant. Give help with vocabulary and encourage them to use
their dictionaries. They should ll in all the different courses on the blank
menu and also give the prices. Some possible choices are given. Whose
restaurant is the most expensive? Which would be the most popular?
(10 mins)
15 You have a restaurant. Write the food, drink and prices on the menu.
The Restaurant
Menu Prices
Starters Prawn Cocktail 3.50
Melon 2.00
Soup 2.50
Main Courses Pizza 5.95
Steak Sandwich 6.50
Ham Salad 5.50
Desserts Apple Pie 2.95
Ice Cream 2.50
Fruit Trifle 2.75
Drinks Cola 1.50
Coffee 1.25
Divide the class into waiters and customers. First one half of the class
visit a restaurant and order. Then they swap. Get them to visit as many
as they can. Walk around, monitor and correct. You may need to write
some of the phrases on the board if they are unsure about the
100
Student A: You are the waiter in your restaurant. Serve your customers.
Student B: You are a customer. Order a meal in a restaurant.
Use these phrases to help you:
Can I help you ...?
What would you like?
Are you ready to order?
Anything to drink ...?
Can I have ...
Id like ...
Ask the students to brainstorm the different avours of ice-cream
(eg, chocolate, pistachio, raspberry ripple). Write them on the board.
What is the most unusual avour the students have tried? (23 mins)
16 Think of different avours of ice-cream. Tell your teacher.
Get the students to walk around the class asking and answering
questions about ice-cream avours. (23 mins)
17 Now walk around the class asking and answering these questions:
Questions Examples of answers
What kind of ice-cream do you want? Banana, please!
What avour of ice-cream do you want? Id like chocolate, please!
Move around the class and monitor.
Ask the students to brainstorm different kinds of soup (eg, mushroom,
lentil, chicken) and different pizza toppings (eg, olives, peppers,
mushrooms, seafood). Write them on the board. (23 mins)
18 Now think of different kinds of soup and pizza. Tell your teacher.
Get students to walk around the class asking and answering questions
about pizza and soup.
19 Walk around the class asking and answering these questions:
Questions Examples of answers
What kind of soup do you want? Onion, please!
What sort of pizza do you want? Cheese and tomato, please!
Move around the class and monitor.
101 Part 2 Unit 6
Test practice
partner, alternating the role of interlocutor, and practising exchanging
dialogues in different shops. You may wish to repeat the practice several
times, getting the students to work with different partners. (510 mins)
A You are in a cake shop. Buy some cakes.
B You are in a shoe shop. Tell the assistant what you want.
C You are in a clothes shop. You want to buy a shirt. Ask.
D You want to buy some oranges. Ask about the price.
E You are in a music shop. Buy a CD.
F You are in a sports shop. Buy some tennis balls.
G You are in a chemist. Buy some sun cream.
H You dont know how much some jeans are. Ask the shop assistant.
I You are in a caf. Order a sandwich.
J You are in a burger restaurant. Order a meal.
K You are at a pizza restaurant. Order a pizza.
L Tell the waiter what avour milk shake you want.
M The waiter asks what you want to drink. Say.
N You are in a caf. Order a cake and a drink.
102
7 Apologising and forgiving
To engage the students interest, walk around the classroom and bump
into someones desk. Knock someones book to the oor. Tread (gently!)
on someones foot. Slam the door. (5 mins)
After each accident use one of the following apologies: Sorry,
Im sorry, Im so sorry, Im really sorry. Then write the phrases
on the board.
Sorry.
Im sorry.
Im so sorry.
Im really sorry.
With their books closed, tell the students to listen to the recording.
Ask them to decide who the people are. Get them to discuss their
ideas with their partners. Check their answers. (5 mins)
2 Close your books. Listen to the recording.
Who are the people? Compare ideas with your partner. 33
33
1
Female voice Can I have your homework please, Paul?
Male voice Im sorry, Mrs James. I havent got it.
F Why not?
M Its at home.
F Oh, never mind. Bring it tomorrow.
M Yes, I will.
2
M Excuse me!
F Yes, sir?
M This glass is dirty.
F Oh yes, so it is. Ill get you another one. Im so sorry.
M Thats alright.
3
F Peter, just look at your room
M Why? Whats the matter with it?
F Look at it! Clothes and shoes everywhere, old cola cans, books and CDs all over
the place
M I know, I know. Im very sorry. Ill tidy it up.
103 Part 2 Unit 7
Apologising and forgiving
4
F Excuse me, but this is my seat.
M Is it?
F Yes, look. My ticket says Seat 4B. Thats this one.
M Oh dear. Im really sorry.
F Dont worry.
5
F Ow!
M So sorry. I didnt see you there.
F Thats okay.
Play the recording again. The students work in pairs. One partner
notes down all the phrases for apologising. The other notes the
phrases for forgiving. (58 mins)
3 Work with a partner with your books closed.
Listen to the recording again.
Student A: Write down the phrases for apologising.
Student B: Write down the phrases for forgiving.
Let them share their notes and check their phrases with activity 4.
4 Tell your partner what you noted down. Do you have the following
phrases?
Sorry. Never mind.
Im so sorry. Thats alright.
Im very sorry. Dont worry.
Im really sorry. Thats okay.
Play the recording a third time for language and intonation practice.
5 Listen again and practise the dialogues.
104
Ask the class to look at the pictures. Get the students to roleplay the
situations in their pairs. Help with vocabulary and encourage them
to use their dictionaries. Move around and monitor. (10 mins)
6 Look at the pictures and act out the situations with your partner.
Ask for help with vocabulary.
If the students are extrovert, get them to act out the situations in front
of the class. Check for accuracy.
Making excuses
Give out some cards to different students with invitations on them
(eg Would you like to play tennis this afternoon? How about going to
see a lm?) Get the students to make the suggestions to you. Then make
up excuses for refusing. They can be believable or obviously made up!
Ask students to listen to the people on the recording. Ask them to
answer the question Why cant they do it? Play the recording. (5 mins)
7 Listen to the people talking on the recording. Work out the answer to the
question: Why cant they do it? 34
34
1
Male voice Hi Sara! Are you coming to the disco tonight?
Female voice No, Im sorry, Tomas, Im not.
M Oh! Why not?
F Im too tired.
2
F Im going swimming, Jon. Do you want to come?
M No, thanks. Its too cold for me.
F No, its not. Oh, go on, Jon. Please come.
M Im sorry, I dont want to.
3
M Im going to that new Chinese restaurant. Do you want to come?
F Sorry, no.
M Oh, why not?
F Its too expensive.
4
F Do you want a game of tennis?
M Sorry, Im too busy.
105 Part 2 Unit 7
Apologising and forgiving
Check the answers: 1 too tired; 2 too cold; 3 too expensive; 4 too busy.
8 Now listen again and check your answers. Practise the dialogues.
Play the recording a second time to practise language and intonation.
In pairs, get the students to make up their own situations using the
words listed. Monitor, and check and encourage them to use new
9 Work with your partner and make up your own situations using these
phrases:
too hot too dirty
too rainy too busy
too fast too difcult
too late
Ask students to act out their situations for the class.
Test practice
These suggested practice scenarios will help the candidates to review
and use the vocabulary they have learned in this unit. Depending on the
size of the class they should practise in pairs or, if you have time, with
yourself or a fellow teacher working individually.
A You are late for a lesson. What do you say to the teacher?
B You must leave a lesson early. Apologise to the teacher.
C You bump into someones chair. What do you say.
D You owe a friend some money. You dont have it. Apologise.
E You promised to go to a party with a friend. Now you cant go. Explain.
F Your baby is making a loud noise on the bus. Apologise to the passengers.
G A friend is late and apologises. What do you say?
H Someone bumps into your bag and apologises. Reply.
I You dont want to go to the cinema. Make an excuse.
J You dont want to go cycling. Make an excuse.
106
8 Accepting and refusing offers
Engage the students interest by walking around the class offering items
to your students, eg, an apple, a cup of coffee, a glass of water, a sweet,
a sandwich, todays newspaper.
Use the phrases Do you want a? or Would you like a? (24 mins)
Write down the words Accept and Refuse on the board, at the top
of two columns. Explain that accepting means saying yes and refusing
means saying no.
Ask students to listen to the recording. Tell them to write what the
people say when they accept or refuse. After listening, get them to
compare with a partner. (510 mins)
1 Listen to the recording. What do the people say ? Accepting means
saying yes, refusing means saying no. 35
Accepting Refusing
35
1
Male voice Oh hi, Sue! Jane and I are having a party next Wednesday.
Its Janes 21st birthday. Do you want to come?
Female voice Oh yes. Id love to. Thanks. What time?
M Its starting at eight. Were having a barbecue.
F Great. See you next Wednesday then. Bye.
M Yes, see you on Wednesday.
2
F Mmm, this strawberry tarts really nice. Would you like another piece, Mark?
M Oh no, thank you.
F Are you sure?
M Quite sure, thanks.
3
M Im having a sandwich, Jenny. Would you like one?
F Yes, please. Id love one.
M Chicken and salad?
F Mmm that sounds good.
107 Part 2 Unit 8
Accepting and refusing offers
A B
C D
E F
4
F Do you want a cup of tea, Carlos?
M Not for me, thanks.
F A coffee then?
M No, nothing, thanks.
5
(Phone rings)
M Is that Liz?
F Yes, speaking.
M This is Jamie, Liz. Were going to go for a meal at the new Italian restaurant
tonight. Would you like to come with us?
F That would be great.
M Good. Can we give you a lift?
F Oh yes, please.
M Okay. Well call for you at seven-thirty.
F Thanks. See you then.
M Yes, see you tonight.
Play the recording again, checking their answers and explaining any
unclear vocabulary. The students can take this opportunity to listen
and practise language and intonation. (25 mins)
2 Listen again and check your answers. Practise the dialogues.
Ask the students to look at the pictures and to act out the situations
in their pairs. Walk round, monitor and help with unknown vocabulary.
(5 mins)
3 Work with your partner. Look at the pictures. Act out the situations with
your partner. Use these phrases:
Do you want ?
Would you like ?
Yes, please.
Yes, thank you.
Id love to/one/some.
That would be great/nice/lovely.
No, thanks/thank you.
Not for me, thanks.
108
Ask the students to write down three offers to do something and three
offers to have something. Encourage them to use their dictionaries.
4 Write three offers to do something and three offers to have something
underneath the examples below.
Would you like to play baseball?
Would you like a cold drink?
Then get the students to walk around the class offering and replying
to each other.
5 Walk around the class asking students your questions.
Answer their questions too.
109 Part 2 Unit 8
Accepting and refusing offers
Test practice
partner, alternating the role of interlocutor. You may wish to repeat the
practice so that the students can benet from working with different
A Offer a friend a drink.
B A friend is in your house. Offer them something to eat.
C A friend is cold. Offer your jumper.
D A student in your class hasnt got a pen. Offer one of yours.
E A friend is walking. You are driving. Offer a lift.
F The interlocutor offers you some water. Reply.
G A friend offers you some chocolate. Accept.
H On a train, someone offers to help you with your luggage. Accept.
I A friend offers you an orange. Refuse.
110
111 Part 3 Exchanging information and opinions
In Part 3 of the book and Part 3 of the
Spoken ESOL test the emphasis is on
exchanging information and opinions.
At the Preliminary and Access levels
both interlocutor and candidate will have
a picture. Most things will be the same,
but there will also be some differences.
The interlocutor and candidate will
not see each others pictures, but
will exchange information in order
to identify the differences.
For example, the interlocutor may say:
Here is a picture of a shop. I also have
a picture of a shop. Some things are
different. You and I must nd the
differences. Ill start. The shopkeeper
in my picture is a woman. In your picture
is the shopkeeper a woman or a man?
The candidate might reply: In my picture
the shopkeeper is a man. The candidate
might then ask the next question, for
example: Does the clock on the wall say
half past ten in your picture? To do well in
this part of the exam, the candidate must
both ask and answer questions.
There is no specic mark for task-
achievement, ie it does not matter
whether or not all the differences are
identied. However, the more details
candidates are able to discuss, the likelier
they are to demonstrate an appropriate
range of language. The exercises
encourage students to practise the
exchange of information and opinions,
and the recordings that support each unit
give models of language for students to
follow. Turn-taking is very much a feature
of Part 3 of the test, and students can
usefully practise interrupting, asking
for and giving clarication, and referring
directly to what has been said by a partner
in the interaction.
It is in the nature of information exchange
tasks that the interaction can take
unexpected directions. Encourage your
students to use the language strategies
which make interaction seem natural:
repeating what a partner has said, often
in a rising tone to suggest disagreement;
lling pauses with such language items as
Well Let me see Could it be etc.
3
112
Units
1 Same and different people and things 79 114
2 Patterns and shapes 84 120
3 Same and different actions 88 124
4 Whats in your picture? 91 129
5 Plans, maps and routes 94 132
6 Diaries and arrangements 98 136
7 Making plans 101 141
8 Questions and answers 105 144
Pictures for activities 109
3
Part 3 Exchanging information
and opinions
We often talk with other people to nd out
things that we dont know. We may have
some information, but need to ll in some
gaps. We may want to compare our views
with those of a workmate. Exchanging
information can be important in both our
work and social lives. The units that follow
are designed to build your skills in
exchanging information and opinions.
You will practise describing people and
things, patterns and shapes, and actions.
And you will use these descriptions to
exchange information with other students.
You will learn to compare your information
with that of your partner. Comparing
diaries will help you make appointments.
You will also get practice in making plans
for travel and special occasions.
In Part 3 of the Spoken ESOL test,
you and the interlocutor exchange
information. You need to answer and ask
questions. You will get higher marks if you
do both of these things well. You and the
interlocutor will each have a picture or a
map. Some of the things in these will be
the same and some will be different.
You dont look at each others pictures.
You ask each other questions about the
pictures to nd out what is the same
(the similarities) and what is different
(the differences). In the test there may
not be time to nd all the differences
in the pictures. It doesnt matter. The
examiner will give you marks for the way
you ask and answer questions to exchange
information, not for nding everything.
Remember: If you dont understand
the task, ask the interlocutor to explain.
If you dont know what question to ask,
tell the interlocutor you need a little help.
You will want to practise different ways of
starting your questions. You will also want
to think of things to say to ll in the silence
if you need time to think. The units that
follow will give you some ideas and lots
of useful practice.
113 Part 3 Exchanging information and opinions
1 Same and different people and things
Engage the students by taking objects into the classroom which are both
similar and different. Use pictures if you cant nd objects. There should
be as many pairs of objects as pairs of students (or 2 pairs of objects
per student pair for small classes). This could include the following:
two apples (one red, one green)
two books (one novel, one course book)
two T-shirts (one short-, one long-sleeved)
two balls (one tennis, one golf)
two socks (one long, one short)
two pieces of material (one hard, one soft)
two CDs (one rock, one classical)
two clocks (showing different times)
two cloths (one clean, one dirty)
Ask students How are they similar? and How are they different?
Dont correct language at this point.
Write up any new vocabulary on the board. (5 mins)
1 Look at the things your teacher shows you. Answer these questions:
How are they similar?
How are they different?
After looking at all the objects, ask them to look at the pictures and
listen to the recording. Draw their attention to the emphasis of curly
straight, round, square, one oclock three by asking them to
underline which words are stressed. (5 mins)
Then get them to ask and answer the questions with a partner. (1 min)
2 Look at the pictures. Listen to the recording. Which words are stressed?
Underline the stressed words and then practise with a partner. 36
36
(Words in italics are stressed.)
1
Male voice Whats the difference between Lottie and Alice?
Female voice Lotties hair is curly but Alices hair is straight.
2
M Whats the difference between the two watches?
F The watch on the left is round, but the other ones square.
3
M Whats another difference between the two watches?
F The round watch says one oclock, but the square one says quarter to three.
114
Now ask them to do the same thing with the pairs of objects
you brought in. Get them to use the phrases in the activity.
Let them pass the objects around the class so they practise
with all of them. (5mins)
3 Your teacher will give you some objects. Say whats the same and
whats different. Use these phrases:
Whats the same and whats different?
Theyre both, but this onesand that ones
Ask the students to match the opposites (pictures with words). (5 mins)
4 Look at these words and pictures. Match the opposites.
Check for accuracy and understanding. (Fat/thin; happy/sad; dark/light
and asleep/awake.)
115 Part 3 Unit 1
Same and different people and things
fat light
happy awake
dark sad
asleep thin
The students work in pairs. Ask them to turn to the practice pictures
(pages 109 and 110 in the Student Book) without looking at their
partners page. Instruct the students to ask and answer questions
in order to nd out in what ways the pictures are similar and in what
ways they are different.
The family
5 Work with a partner. Ask and answer questions about each others
pictures of two different families. Student A: Turn to page 109.
Student B: Turn to page110.
Student A Student B
Engage the students interest in the next activity by moving around the
room and asking the students to describe where you are, eg, near the
window, sitting on the desk, next to the bookcase.
Instruct the students to determine where the striped cat appears in each
of the pictures in activity 6. (Where three cats appear, the striped cat is
either at the back, in the middle or at the front.) They should match the
words to the pictures they describe. Sometimes more than one answer
ts a picture. Possible answers are given in red. (5 mins)
116
in on near under
at the between above at the
top front
at the on the at the in front
back right bottom of
on the in the behind
left middle
6 Describe where the striped cat appears in the pictures below, using
these words and phrases:
above between in at the bottom
on near/next to under in front of
on the right on the left in the middle at the back
at the front at the top behind
Check the students answers.
Ask the students to look at the pairs of pictures in activity 7. Tell them to
listen to the descriptions on the recording and to tick the correct picture.
7 Listen to the people talking. Which picture in each pair are the people
describing? Put a tick (Y) under the correct picture. 37
37
1
Male voice Whats your room like?
Female voice Oh, its very nice. Its got two big windows. Theres a sofa, two
chairs and a round table in it. The TVs in the corner next to the replace.
2
F Whats your garden like?
M Well, its long and narrow. Its got a nice apple tree on the left and theres a small
pond under it. There arent any owers, but its got some vegetables.
3
M So whats your English classroom like, Helen?
F Its got three rows of desks for the students. The teachers desk is at the
front and theres a board behind it. Oh yes, theres a bookcase between
the board and the window.
4
M Weve moved into a new house.
F Have you, Tim? Where is it?
M Its opposite the park.
F Whats it like?
M Its a bungalow you know, theres just one oor.
F Is there a garage?
M No, it hasnt got one.
117 Part 3 Unit 1
A B
C D
E F
G H
Get the students to work in pairs and describe the similarities and
differences to each other. Help them with new or difcult vocabulary.
(5 mins)
8 Work with your partner. Look at the pictures again. Describe the
differences to each other. How is your classroom different from the one
in the picture?
Tell the students to look carefully at the classroom. Send two students
out of the room for a couple of minutes.
Get the other students to make some changes, eg, move a desk, open a
window, put something on the wall, draw on the board, put the light on.
Ask the two students to come back in. Ask them Whats different now?
They must use the simple present tense (avoid present perfect).
Its
Theres
There are
The windows
Repeat with other students if you like. (5 mins)
118
Test practice
(Pages 111 and 112 in the Student Book) without looking at their
partners page and ask and answer questions that help them to
identify the differences to each other.
The shop
You and your partner both have pictures of a shop.
Student A: Turn to page 111.
Student B: turn to page 112.
Ask and answer questions to nd out whats the same and whats
different. Use all the language youve practised in this unit.
Student A Student B
119 Part 3 Unit 1
circle circular/round
square square
oval oval
triangle triangular
rectangle rectangular
2 Patterns and shapes
Ask the students to look at the pictures of shapes and to try to match
them to the nouns and adjectives on the left. Get them to compare their
answers with their partners. Then check as a whole class.
1 Look at the pictures. Match the shapes and words.
Tell the students that they are going to listen and practise the
pronunciation and stress of the words. Play the recording two or three
times, emphasising the stress on the rst syllable of the nouns triangle
and rectangle and on the second syllable of the adjectives triangular
and rectangular.
2 Listen to the recording and practise. 38
38
1
Male voice Oval, oval
2
Female voice Square, square
3
M Circle, circular/round
4
F Triangle, triangular
5
M Rectangle, rectangular
Now ask for a volunteer. Get the volunteer to face away from the class.
Using your nger, draw a big circle on the volunteers back. Ask the
volunteer what the shape was. Get the class to call out right or wrong.
Do this for all of the shapes (using different students if necessary).
Then get them to do the same thing in pairs. Monitor throughout for
pronunciation and stress.
Still working together in pairs, ask the students to think of different
objects for each shape and to get their partners to describe the shapes,
eg, What shape is the board? What shapes this room? What shapes
an orange?
3 Think of an object for each shape and ask your partner to describe the
shape of different objects. For example:
What shape is this desk?
What shapes your bedroom?
Ask them to look at the words on the left in activity 4. With your nger,
draw the lines in the air while saying the words. Then ask them to do the
same with you drawing the lines in the air and saying the words. Now
get the students to match the words with the shapes by drawing lines
between them.
120
dotted
curved
zigzagged
straight
wavy
owered
spotted
checked
striped
plain
4 Look at the different lines. Match the lines and words.
Tell them to listen to the recording and practise the pronunciation again.
39
1
Male voice Draw a wavy line, please.
2
Female voice Sign your name on the dotted line.
3
M The chairs got a curved back.
4
F His jacket has a zigzag pattern.
5
M I cant draw a straight line without a ruler.
Now ask the students to try to think of some places where they
might see or use these different lines (eg, dotted line = on a form,
wavy = hair). Ask them to compare with a partner and then brainstorm
as a whole class.
6 Think of some places where you might see or use these different lines.
Compare your ideas with your partner.
If you like, you can repeat the activity of drawing on backs and guessing
this time with lines.
Ask the students to look at the ve different squares and decide which
pattern they would like most and least for the classroom wall/on a
T-shirt/a tie/a sofa, etc. Get them to explain why to their partners.
Ask them to match the adjectives with the patterns.
Check their answers.
7 Look at the patterns. Match the patterns and words.
Now tell them to listen to the recording paying particular attention
to the sounds at the end of the words. Play and practise until they
are condent.
striped = pt
checked = kt
owered = word
spotted = tid
121 Part 3 Unit 2
Patterns and shapes
40
1
Male voice A owered dress.
2
Female voice A spotted dog.
3
M A checked shirt.
4
F A striped towel.
5
M A plain carpet.
In pairs, ask the students to look together at both the pictures of
kitchens. Explain that in the test they will have one picture and the
interlocutor will have the other. They wont see the other picture. This
practice will help them understand how the exercise works. Ask them
to nd the differences. Get them to tell their partner what differences
they can see. Ask them to use phrases like those listed in the activity.
9 Look at the two pictures of a kitchen. How many differences can you
nd? Tell your partner what differences you can see. Use these phrases:
Picture As got a, but in Picture B its
Theres ain Picture A, and ain Picture B.
Thein Picture A are, but in Picture B theyre
Picture A Picture B
Walk around monitoring, praising and helping with any vocabulary.
122
Tell them that now they are going to do a test practice. Student A should
look at the play room picture on page 113. Student Bs picture is on 114.
They must not look at each others pictures until the end of the exercise.
Tell them to try not to use hand gestures unless they have to! Give them
a time limit. (5 mins)
Get them to ask and answer questions about their pictures and to
either write a list of the differences or to mark them on the pictures.
Walk around and monitor each pair, making a note of any problems or
difculties that arise. You can deal with these at the end of the exercise.
The play room
10 Work in pairs.
Student A: Look at the play room picture on p113.
Student B: Look at the play room picture on p114.
Ask and answer questions to nd them.
Picture A Picture B
At the end get them to put both the pictures down on the desk and
to check if they were right. Again, move around the class looking
and checking.
123 Part 3 Unit 2
Patterns and shapes
3 Same and different actions
Engage the students interest by miming or acting out some everyday
activities, eg, reading the newspaper, washing your face, drinking a
glass of water. Then ask the students to listen to the sounds on the
recording. Ask them to guess what the people are doing. (5 mins)
1 Listen to the recording. What are the people doing? Compare your ideas
with your partner. 41
41
Sounds of
1
washing up
2
making a phone call
3
typing on a computer keyboard
4
singing in the shower
5
hammering in a nail
6
starting a car
2 Check your answers with the teacher.
124
Check their answers and give help with new or difcult vocabulary. Make
sure you use and elicit the present continuous tense.
Write What am I doing? on the board.
Give each student one of the following cards. If your class is larger
than 12, then make up other ones which suit the class.
playing the piano
playing the violin
playing tennis
scoring a goal in football
swimming
cleaning a window
having a shower
eating spaghetti
digging the garden
shing
taking a test
watching a horror movie
Ask the students to check vocabulary in their dictionaries/or provide
new vocabulary.
Each student must ask What am I doing? and then mime the activity
on the card. The other students call out their answers, eg, Youre
dancing (510 mins)
3 Your teacher will give you an activity card. Mime your activity for
the other students. Ask them What am I doing? Then guess what
they are doing.
Tell the students to look at the picture of a beach. Ask them to listen to
the recording. Explain that the speaker, Jess, is talking about the people.
Tell them to label the people with their correct names. (58 mins)
125 Part 3 Unit 3
Same and different actions
4 Look at the people on the beach. Listen to the recording and write down
what activity each person is doing. What are their names? Write their
names on the drawing. 42
Jack swimming to the island
Harry sailing a boat
Martha building a sandcastle
Dan putting the ag on top of the sandcastle
Eve reading a book
Alex wearing striped shorts, playing football
Ian wearing a baseball cap, playing football
Kim buying an ice-cream
Mike having a drink
Teachers Guide Book 1 Level 1 Preliminary/Level 2 Access
126
42
Jess This is a picture of me with my friends on the beach. Thats me, there.
Imlying under the umbrella but Im not sleeping. Its too noisy! Theres
Jack swimming to the island. And can you see Harry? Hes sailing his new
boat, but I think hes having a few problems!
Marthas building a sandcastle for her little boy, Dan. Look, Dans putting
a ag on the top.
Eves reading a book as usual, and theres Alex playing football with Ian.
Alex is the one whos wearing the striped shorts. Ians wearing his new
baseball cap. And theres Kim I think shes buying an ice-cream at the
beach caf, and theres Mike having a drink outside at the table.
Everyones having a great time.
Get the students to compare their answers in pairs. Play the recording
again to check.
5 Compare your answers with your partner. Listen to the recording
again and check your answers.
Who is it?
Write up Who is it? on the board. Choose a student but dont tell the
class who you choose. Describe where the student is sitting and what
he or she is wearing. Ask the class to guess who you are describing.
(58 mins)
6 Your teacher will describe someone. Who is your teacher describing?
Get the students to work in pairs and repeat the exercise, taking it in
turns to describe another student to each other.
7 Work with a partner. Choose a student but dont tell your partner.
Describe where the student is sitting and what clothes he or she is
wearing. Can your partner guess who it is? Take turns.
Give each student a magazine. Tell them to choose a picture with a lot of
actions in it. Tell them to describe what is happening in the picture. Give
them enough time to check vocabulary. Then get them to describe their
pictures to each other. Move around and monitor. Check for accuracy
particularly subject/verb agreement. Let them swap pictures and then
move to a new partner with the new picture. (They will already be
familiar with the vocabulary.) (510 mins)
8 Choose a picture from a magazine. Choose one with a lot of actions.
Check the vocabulary. Describe your picture to your partner. Say why
you chose it. Then swap pictures with your partner and move on to
another partner with your new picture.
127 Part 3 Unit 3
Same and different actions
Test practice
(pages 115 and 116 in the Student Book.) Without looking at their
partners page, they ask and answer questions that help them to
identify the differences in the park to each other.
The park
You and your partner each have a picture of a park.
Student B: Turn to page 116.
Ask and answer questions to nd whats the same and whats different.
Student A Student B
128
4 Whats in your picture?
Engage the students interest by asking them a few quick questions
about the pictures in activity 1. Ask them to listen to the recording.
1 Read and listen to the ways of asking and answering questions about the
differences in these pictures. 43
Picture A Picture B
43
Student A How old is the man in your picture?
Student B Hes between 20 and 30. And yours?
A Yes, the same.
B What does the man in your picture look like?
A Hes got dark hair and a moustache. What about yours?
B Hes bald and hes got an earring.
A Whats he wearing?
B A striped T-shirt and jeans. Yours?
A The same.
B Whats the man in your picture doing?
A Hes talking on his mobile phone. What about the man in your picture?
B In my picture hes reading a newspaper.
A Whats the weather like in your picture?
B Its sunny. And in yours?
A Its raining.
A Is the man in your picture wearing glasses?
B No, he isnt.
A Oh, the man in mine is.
Ask them to listen again, and using the dialogue given in activity 2,
ask the students to discuss the pictures with their partners.
129 Part 3 Unit 4
Whats in your picture?
2 Listen again and practise the dialogues with your partner.
A How old is the man in your picture?
B Hes between 20 and 30. And yours?
A Yes, the same.
B What does the man in your picture look like?
A Hes got dark hair and a moustache. What about yours?
B Hes bald and hes got an earring.
A Whats he wearing?
B A striped T-shirt and jeans. Yours?
A The same.
B Whats the man in your picture doing?
A Hes talking on his mobile phone. What about the man in your picture?
B In my picture hes reading a newspaper.
A Whats the weather like in your picture?
B Its sunny. And in yours?
A Its raining.
A Is he wearing glasses?
B No, he isnt.
A Oh, the man in mine has glasses.
The railway station
Engage the students interest by asking them what they would expect
to see in a railway station. Help them with the vocabulary. The students
work in pairs. Ask them to turn to the practice pictures (pages 117 and
118 in the Student Book). Without looking at their partners page, they
ask and answer questions that help them to identify the differences in
the railway station to each other. Ask them to use the phrases they have
already practised and also the phrases given in activity 3.
130
Look at your picture of a railway station. Your partner has a similar
picture, but there are at least 10 differences. Ask and answer questions
to nd the differences. Use the phrases youve practised. The following
may also help you:
on the left/right in the picture
in the top left corner
in the bottom right corner
at the top
at the bottom
Student A Student B
Practise any new vocabulary. How many differences did the students
nd? There are at least 10 differences.
4 Look at both pictures. How many differences did you nd?
131 Part 3 Unit 4
Whats in your picture?
5 Plans, maps and routes
Where is it?
Engage the students interest by asking questions about the locations
of places in your school/college building.
Wheres the ofce?
Where are the toilets?
Which oor is the staffroom on?
Is the caf on the left or the right of the stairs ? (23 mins)
1 Answer your teachers questions.
Write the names of different rooms on the board.
Caf Computer room
Art room Ofce
Library Staff-room
Toilets Languages room
Sports Hall Science room
Explain any they dont understand. Tell the students to look at the plan
of a school and listen to the recording. They should then be able to write
the names of the rooms next to the appropriate letter. (510 mins)
2 Look at the plan of Building 1 at Greenacre College.
Listen to the recording and label the parts of the plan. 44
A caf G toilets
B sports hall H staff room
C language room I reception ofce
D art room J computer room
E science room K entrance
F library
44
Male voice This is the plan of Building 1 at Greenacre College. You go in
through the main entrance. The rst room on your right is the reception
ofce. The rst room on your left is the staffroom. There are three large
rooms on the right-hand side. The middle one is the science room. The
computer room is between the ofce and the science room. The other room
on the right, at the far end, is the art room. Theres a big sports hall in the
middle of the courtyard. Theres also a caf in the garden. Its a round
building. The male and female toilets are in the small room next to the
staffroom. The library is between the toilets and the languages room.
132
A
B
C D
E
F G H I J
K
Building 1, Greenacre College
Get students to compare their identication with a partner.
Play the recording again and check.
3 Compare your plan with your partners.
Wonford Shopping Mall
Tell students they are going to complete a plan of a shopping mall.
The students work in pairs. Ask them to turn to the plans (pages 119
and 120 in the Student Book). Without looking at their partners page,
they ask and answer questions that help them to identify the missing
shops on the mall.
5 Look at your plan of Wonford Shopping Mall.
Some of your information is missing. Your partner has the same
plan with your missing information. Ask and answer questions to
complete the plan.
133 Part 3 Unit 5
Plans, maps and routes
Newsagent
Jeweller
Clothes
shop
Department store
Chemist Flower shop
Caf
Toy
shop
Beauty
shop
Music
shop
Burger
bar
Market
Maps and routes
Engage the students interest by asking them directions to a nearby
shop or restaurant. Now ask the students to match the words and
diagrams in activity 6.
6 Match the instructions and diagrams. Write the instructions underneath
the pictures.
Turn right. Cross the road. Turn left. Walk straight on.
Ask students to listen to the recording and match the instructions
to get to the cinema with the diagrams.
7 Now match these directions to the cinema and the diagrams. Write the
directions underneath the pictures. 45
Its the rst turning on the right.
Its the second turning on the left.
Its at the end of the road.
Its on the corner.
45
1
Male voice Its the rst turning on the right.
2
Female voice Its the second turning on the left.
3
M Its at the end of the road.
4
F Its on the corner.
134
Turn right. Turn left.
Walk straight on. Cross the road.
Its at the end of Its on the corner.
the road.
Its the second Its the rst
turning on the left. turning on the
right.
Play the recording again. Check their answers and let them practise.
Check their stress.
8 Now listen again. Check your answers and practise the phrases.
The town centre
Get the students to work in pairs. Student A should look at the map on
page 121 of the Student Book. Student B should look at the map on p122
of the Student Book. This practice should elicit language of location and
direction. Move around, monitor and check for accuracy. (510 mins)
9 You and your partner both have maps of the same town centre.
You both want to nd where certain places are. Ask and answer
questions to nd the missing information on your town map.
You are both outside the station.
Student A: You want to nd the sports centre, the Italian restaurant,
the post ofce, the library and the swimming pool.
Student B: You want to nd the the college, the Chinese restaurant,
the tourist ofce, the supermarket and the bank.
Student A Student B
135 Part 3 Unit 5
Plans, maps and routes
6 Diaries and arrangements
Write What are you doing? on the board.
Ask different students questions using the suggested dialogue
in activity 1. (23 mins)
Then get them to ask each other. Encourage contractions and short-
form answers where appropriate, eg, Where are you going tonight?
To the cinema. (5 mins)
1 Answer your teachers questions and then ask and answer the same
questions with your partner.
What are you doing at lunchtime?
What are you doing after class?
What are you doing tonight?
What are you doing tomorrow morning?
What are you doing next week?
What are you doing on Saturday?
What are you doing at the weekend?
What are you doing in your holidays?
Tell the students to look at Jans diary (sometimes this would be called
a weekly planner in the Spoken ESOL test). Ask them to listen to the
recording and to ll in the diary. (10 mins)
136
2 Listen to the conversation between Jan and Eric. What is Jan doing on
the different days of the week? Fill in her diary. 46
Jans diary am pm
Monday working all day
Tuesday working all day
Wednesday
Thursday London, all day
Friday computer class swimming
Saturday
Sunday parents visiting
46
Male voice Oh hi, Jan! How are you?
Female voice Im ne, thanks, Eric.
M Would you like a game of tennis this week?
F Id love to play. But Im quite busy at the moment.
M What about Monday? What are you doing then?
F Im working all day on Monday. And Tuesday too.
M Are you doing anything on Thursday?
F Thursday? Let me think. Oh dear, yes. Im going to London on Thursday.
Imstaying there all day.
M Okay. How about Sunday? You arent working on Sunday, are you?
F (laughs) Not working, no. But my parents are coming for the day. They love
helping in my garden.
M Oh dear, this is difcult. Im not free on Saturday.
F And Im going to my computer class on Friday. And then, in the evening
Im going swimming.
M So theres only one day left. Wednesday. What are you doing
on Wednesday?
F I cant believe it! Im free!
M So am I!
F Right. Lets have a game of tennis on Wednesday afternoon.
M Great! Ill see you then.
Get them to compare their answers with a partner. Then play the
recording again to check and practise. Draw their attention to:
Im busy/working/staying there all day.
Im free all day/in the morning/for an hour/after six oclock.
137 Part 3 Unit 6
Diaries and arrangements
3 Compare your answers with a partner. Listen to the recording again.
Check your answers and practise.
Itsoclock.
Its ve past/Its ten/twenty/twenty-ve past
Its quarter past
Its half past
Its twenty-ve to/Its twenty/ten/ve to
Its quarter to
Use a large teaching clock or draw a clock on the board. Tell them
to remember the short hand gives the hour, the long hand gives
the minutes. Show the students different times by moving the hands.
Make sure they learn the phrases in activity 3. (10 mins)
Tell them to listen to the dialogues and to draw in the times on
their clocks.
4 Listen to the dialogues and draw the times on the clocks. 47
47
1
(Phone rings)
Male voice Hello. Can I speak to Mel, please?
Female voice This is Mel.
M Oh hi. Can you come to the meeting tonight?
F Yes, of course. I want to. What time does it start?
M At half-past seven.
F Okay. See you there. Bye.
2
M Hi, Philippa. Were going to the match tomorrow. Do you want to come?
F Yeah. Great. What time is the kick-off?
M Its at quarter to three.
F Right. Ill see you there.
3
M Can I make an appointment to see Dr Harris on Friday, please?
F Of course. Morning or afternoon?
M In the morning, please.
F Let me see. Is twenty past nine all right for you?
M Yes, thanks. Thats ne.
138
Play the recording again to check. Let them practise in pairs.
Then ask them to select a time and make up their own dialogue
for the fourth clock.
5 Listen again and check your answers. Practise the dialogues with
your partner.
Tell students to ll in their diaries (imaginary, if they prefer) for the
next week. Tell them to leave two mornings and two afternoons free.
6 Look at your empty diary. What are you doing this week? (Make
things up, if you like.) Fill in your diary. Leave two mornings and
two afternoons free.
My diary
Monday Friday
am am
pm pm
Tuesday Saturday
am am
pm pm
Wednesday Sunday
am am:
pm pm
Thursday
am
pm
139 Part 3 Unit 6
Diaries and arrangements
Tell them to move around the class asking and answering the question
What are you doing on ? They must make plans with other students
to do things in their free time. They must also write in the times. They
must ll their diaries with activities. (510 mins)
7 Walk around the class. Ask other students what they are doing this
week. Make plans to ll in your free days. Write the plans and the times.
140
7 Making plans
The aim of the task is for the candidates to exchange information in
order to negotiate and decide upon something. The situations should
be familiar to most candidates and the decision-making is very simple.
Candidates do need to use some imagination in this kind of task.
Very clear understanding of both the situation and the aim is vital.
Tell the students youve decided to have a barbecue party for the class.
Tell them they need to decide on the date, location, menu, music, etc.
(510 mins)
1 Your teacher is planning a barbecue party for your class. He or she
needs your help!
Divide the class into three groups. Give them ve minutes to discuss.
2 Look at the following things. Talk to the people in your group. Decide
what is best.
Which day?
Where?
What food?
What drink?
What music?
What games?
As a whole class, get feedback from the three groups. Try to get
everyone to speak. Write up all the choices and get the students
to vote individually to nd out the most popular ideas.
3 Tell the other two groups your ideas. Then vote to decide.
Now tell students to listen to two friends. They are talking about
their holiday.
Ask them to look at the choices and to tick which choices the friends
make. Play the recording. (510 mins)
141 Part 3 Unit 7
Making plans
4 Listen to the recording. Two friends are talking about their holiday.
Put a tick (Y) next to the choices they make. 48
48
Female voice 1 So how do you want to go there? By coach or by train?
Female voice 2 Well, the coach is cheaper, but the trains much faster.
F1 Lets go by train, then.
F2 Yes. I agree. Now what about the hotel? Which one do you like best?
F1 Well, the Rose is a good hotel. Its got a lovely swimming pool.
And the rooms look nice too.
F2 Mmm. But its a long way from the sea. The Belair is really near the beach.
F1 And its got a disco!
F2 Okay. Why dont we stay at the Belair, then? Now, do you want to share a double
room? Or shall we have two singles?
F1 Id like to have my own room.
F2 Me too. Lets book two single rooms. And come over here! Look at this tourist
book. Theres a great trip along the river
F1 and one into the mountains. Which do you prefer the mountains?
F2 I prefer the river trip. It looks wonderful.
F1 Right. Lets do that. Wow! Im so excited
F2 Mmm me too.
Get them to compare answers and then play the recording again
to check and practise.
5 Compare your answers with your partner. Then listen again to check
and practise.
Get the students to work in pairs and use the phrases to agree on
the choices. You can play the recording again and get them to identify
the phrases.
Lets
Why dont we?
Id like?
I prefer
Me too!
Check the students know the vocabulary for the pictures in activity
7. Get them to discuss their choice for each pair of images with their
partner. Move around and monitor. Choose some examples for acting
out in the class. (510 mins)
142
Travel
coach train Y
Hotel
Rose Belair Y
Room
two singles Y double
Trip
river Y mountain
7 Look at the pairs of pictures opposite and over the page. Discuss the
choices of activity with your partner. Tick (Y) the activity you would
choose in each pair.
143 Part 3 Unit 7
Making plans
8 Questions and answers
Is there? Is it?
Play the recording. Ask what the people are talking about.
1 Listen to two students talking about their rooms at college. 49
49
Male voice Have you got a new room at college, Nicky?
Female voice Yes, I have. Its great.
M Is it?
F Yeah. Its got two huge windows for a start, so its really light.
M Has it got a single or a double bed?
F Its got a single bed and theres a desk, chair and table.
M What about space for all your stuff?
F There are two massive cupboards all along one wall.
M Excellent. Have you got your own bathroom?
F No, I havent. Theres a bathroom which all the students on the same oor use.
M Has your room got a TV?
F Yes theres a TV in every room.
M It sounds brilliant.
Brainstorm the vocabulary for the furniture and possessions which
the students have in their bedrooms. Write them on the board.
Keep countable and uncountable nouns in separate columns.
Asterisk any which can be both (eg, paper/papers). Check and practise
the pronunciation of the vocabulary.
Ask the students to draw a rough plan of their bedrooms including doors
and windows. They can either draw or write the names of the furniture
and their possessions.
2 Draw a plan of your bedroom putting in all your furniture and
favourite things.
As a whole-class activity, practise the question forms in activity 3.
Ask individual students around the class. Explain and emphasise the
differences between there is and it is, there are and they are.
144
3 Work with your partner. Look at your plans and practise these
question and answer forms.
Q Have you got a big window in your bedroom?
Have you got any pictures on the walls?
A Yes, I have./No, I havent.
Q Has it got a shower?
A Yes, it has./No, it hasnt.
Q Is there a TV in your room?
A Yes, there is./No, there isnt.
Q Are there any books on the shelves?
A Yes, there are./No, there arent.
Q Is the bed by the window?
A Yes, it is./No, it isnt.
Q Are your CDs on your desk?
A Yes, they are./No, they arent.
Q Wheres your computer?
A Its on my desk./Its on the table. (or another place)
Q Where are your clothes?
A Theyre in the wardrobe./Theyre in the drawers. (or another place)
Get the students to work in pairs and compare the pictures of their
bedrooms. Encourage them to use a range of question forms including
How many? What colour?, etc. Walk around and monitor. Ask about
the similarities and the differences.
4 Find the similarities and the differences between your two bedrooms.
Tell your teacher.
If the students need more practice, repeat the exercise with different
rooms, eg, living room, kitchen, bathroom, garden (if applicable).
5 Repeat the exercise with other rooms or your garden.
145 Part 3 Unit 8
Questions and answers
Whats he doing? Whats he going to do?
Explain how the three pairs of pictures can illustrate the differences
between the present continuous and going to forms. Ask the students
to say what is happening and what is going to happen in each picture.
6 Look at the pairs of pictures. Say what is happening in Picture A.
Say what is going to happen in Picture B.
Tell the students to make notes of four or ve things they are doing
at the moment.
7 Think of four things you are doing at the moment. Tell your partner.
Im wearing
Im sitting
Im thinking about
Im learning
Tell the students to think of what theyre going to do after class.
Get them to ask each other about their plans.
8 Tell your partner what you are going to do after class/this evening.
Im going to go/have/see/watch/listen/do/make/etc
Tell the students they have to guess what the others are going
to do tonight. Give out slips of paper with actions to mime, eg,
Youre going to watch a horror movie.
Youre going to watch an important football match.
Youre going to have spaghetti for dinner.
Youre going to clean the windows.
Youre going to have a driving lesson.
The students have to mime their actions and the others have to guess.
Write on the board:
What am I going to do tonight?
Youre going to
9 Look at the piece of paper which your teacher gives you. Try to mime
what you are going to do tonight. Ask the class What am I going to do
tonight? Guess what the other students are going to do.
146
A Its raining B Its going to rain
A Shes swimming B Shes going to
dive in
A Hes walking B Hes going to
walk into the
lamppost
Is it big or small?
Draw six pictures of people (using stick gures) standing next to a ball.
In each picture the size of the ball should increase, eg, very/really small,
small, quite small, quite big, big, very/really big, not very small, not
very big.
Ask the students how they would match the words or phrases to the
pictures of balls on the board. Explain that in the UK quite means
fairly not very. Also explain the meaning of not very.
10 Look at the pictures on the board. How big is the ball in each picture?
very/really small, small, quite small, quite big, big, very/really big, not very small,
not very big
Get the students in their pairs to ask and answer questions using words
from the list (and then others of their own). They should use the question
form How is your ?, eg, How big is your house?
11 Look at the lists of nouns and adjectives below. Ask each other
questions using these words. Try to think of other words too.
Ask your questions like this:
Q How expensive was your watch?
A Oh, it was very expensive/quite cheap/not very expensive/really cheap.
watch expensive/cheap
this lesson difcult/easy
computer useful/not useful
shirt/jumper warm/cool
hair long/short
teacher interesting/boring
classroom light/dark
town clean/dirty
country rich/poor
house modern/old
best friend friendly/unfriendly
shoes comfortable/uncomfortable
147 Part 3 Unit 8
Questions and answers
It looks nice
Write How do I look? on the board.
Then mime different expressions to show you are happy, sad, hot,
cold, surprised etc. The students guess the adjectives and must say
You look Write the adjectives on the board. You can ask the
students to mime some more if you have time.
12 Watch your teacher. How does your teacher look?
Prepare pictures from magazines to exemplify different adjectives:
holiday brochures for nice, hot, cool, relaxing; pictures of cities for
crowded, smelly, busy, exciting; and pictures of people for happy,
sad, attractive, funny.
Get students to choose a few pictures each and to use their dictionaries
to nd any new adjectives they need to describe their pictures. They can
then either describe their pictures to their partners or the whole class.
13 Choose a few of the pictures your teacher has got.
Use your dictionaries to nd adjectives to describe the people, places
and things. Tell your partner about the things in your pictures.
Use these phrases:
The man/house/beach looks
It looks
He/she looks
They look
148
149 Part 4 Presenting a topic
In Part 4 of this book, students build the
skills necessary to speak about a single
topic for an extended period. In Part 4 of
the Spoken ESOL test, they will be asked
to demonstrate this skill by speaking on
a topic that the interlocutor will give them.
For example, the interlocutor might say:
Tell me about your family. The candidate
will have a short time to think. Though
short, time spent preparing is very
valuable; candidates who have organised
their thoughts invariably perform more
competently and condently than those
who have not. While the candidates are
giving their presentation, the interlocutor
may pose a few questions. After the talk,
the interlocutor will ask some follow-up
questions which are related to the topic
in a more general way.
The skill of managing and maintaining
continuous speech requires a lot
of practice. Candidates often
underestimate the amount that can be
covered in even a minute or a minute and a
half. The activities in this part of the book
give students the chance to gradually
acquire these skills.
You will want to help students think about
the features that make a presentation
effective. Timing their presentations will
give them a realistic idea of the test. The
recordings that accompany the units give
examples of people speaking naturally at
reasonable length and provide a model of
the type of production of language that
will help candidates succeed in the test.
The activities also give students practice
in asking follow-up questions (thereby
thinking like the interlocutor) and
responding to questions on their own
presentations. Students need to practise
listening carefully in order to be able
to give the right response. As the
candidate is in control of his or her
presentation, a reasonable degree of
lexical and grammatical accuracy will
be expected even at the Preliminary
and Access levels. You will probably
nd yourself monitoring closely during
pair/group activities and, without breaking
the ow of language, correcting mistakes
and encouraging students to recognise,
anticipate and eliminate errors as far as
possible without losing uency.
4
150
Units
1 People 125 152
2 Clothes 127 156
3 Books, music and lm 129 160
4 Places 132 164
5 Food and drink 134 168
6 Machines and technology 136 172
7 Sports and games 139 176
8 Keeping records 141 179
4
Part 4 Presenting a topic
There are times when you will need to talk
for a short while about a topic. You may
need to give a report at work or at college;
you may want to tell your friends about
your new house or about your holiday.
The units that follow will help you build
your skills in speaking for a minute or two
about a single topic.
You will practise speaking about people,
clothes, books, videos, places, food and
drink. You will also have a chance to talk
about machines and technology and
sports and games. Use these units to
practise speaking about familiar topics.
You will work with other students to help
you to develop range and uency.
In Part 4 of the Spoken ESOL test, you will
talk for a minute or two on a familiar topic.
When you have nished, the interlocutor
will ask you one or two questions about
what you said.
In the following units you will hear
recordings of people talking about the
kinds of topic you nd in the Spoken ESOL
test. You will want to practise thinking
about and giving short presentations.
The recordings and activities in this part
of the book give you examples of how
you can do this.
151 Part 4 Presenting a topic
1 People
Talking about people is a very common feature of everyday conversation
and the topic of people features prominently in the Spoken ESOL test.
Candidates at Preliminary level will need only to give basic descriptions
of people; those taking the test at Access level will also need to say
what these people do and what interests they have.
This unit gives students the chance to practise describing people
and talking about the things they do.
Introduce the topic. One easy way to do this is to show photographs
of famous people or draw people on the board who look very
different from each other. Ask the students, in a whole-group activity,
to describe these people and say in what ways the two people are
different. Prompt with words like tall/short. (5 mins)
Now ask the students to think about two people they know personally
who look very different from each other. Ask them, individually, to
make brief notes about the two people. Monitor and supply words
1 Think of the people you know. Choose two who look very different from
each other. These words may give you some ideas. Make one or two
notes about the people.
Person A Person B
Age
Height
Hair
Eyes
Face
Body
Other
Ask the students to work in pairs to describe the two people to each
other. Ask them to make a note of any words they both use. (5 mins)
2 Describe these two people to a partner. Do you and your partner use
the same words to describe the people you know?
Ask the students, in a whole-group activity, to tell you what words they
and their partner have used to describe people. Put these on the board,
explaining any which are new to some members of the group. (5 mins)
152
Tell the students they are going to hear someone describing two people
she knows. Ask them to listen and to make notes of any words she uses
which they or their partner also used. (23 mins)
3 Listen to the recording of someone talking about two people she knows.
Does she use the same words as you and your partner? 50
50
Female voice I have two older brothers. They are very much like each other
in personality, but they look completely different. Bob is twenty-ve; hes
tall and thin. He has fair hair, blue eyes and quite pale skin. Jim is two years
younger and he has dark hair, almost black, and brown eyes. His face is
brown he always has a suntan. Hes not fat, exactly, but he is quite plump.
Now ask the students to think about famous people who will be known
to everyone in the group. Ask them, individually, to choose a famous
person and think about how to describe them, making notes if they
wish. Monitor, and supply any words the students may be searching for.
(5 mins)
4 Think of a famous person someone everyone in your class knows.
Make a few notes if you wish.
Ask the students to work in pairs and, without saying who the famous
person is, to describe them to their partner to see if they can identify
the person from the partners description. (5 mins)
5 Describe this famous person to your partner dont say their name.
Can your partner guess who the person is?
Now ask the pairs of students to describe their famous people to
the group as a whole. Allow each pair to give their full description to
maximise opportunity for practice and ask the other members of the
class to write down the name as soon as they think they can identify
the person without shouting this out. (510 mins)
6 Now describe this famous person to the rest of the students in your
class. Who can guess the person rst?
Ask the students to tell you, in a whole-group activity, what words
helped them identify the famous people their classmates described.
Put on the boards some of the descriptive words successfully used.
(510 mins)
153 Part 4 Unit 1
People
Now ask the students to think about aspects of personality. Ask them,
individually, to make brief notes about the aspects they like and dislike.
Monitor, and supply words the students may be searching for. (5 mins)
7 Think about peoples personalities. What aspects of someones
personality do you really like and really dislike? Make a few notes
if you wish.
I really like people who are I really dont like people who are
Ask the students to work in pairs to compare their opinions with
a partner. (5 mins)
8 Compare your opinions with a partner. Do you have the same likes
and dislikes about personality?
Ask the students, in a whole-group activity, to tell you what aspects
of personality they and their partner agree that they like and dislike.
Put some of the students responses on the board. (5 mins)
Now tell the students they are going to hear someone talking about
aspects of peoples personality. Ask them to listen and to check if the
speaker has the same likes and dislikes as they and their partner have.
(23 mins).
9 Listen to the recording of someone talking about peoples personalities.
Does he have the same likes and dislikes as you and your partner? 51
51
Male voice Everyone says that I am a very lively person, and I like people to
be friendly and fun. I dont like people who are always very serious and
boring. I think that its important to know what someone thinks about you,
and I like honest people who say what they think. What I really dont like
is when people are moody you know, one minute theyre happy and the
next theyre sad.
154
Introduce the theme of how we relate to the people we know. Ask
the students individually to make brief notes about the people they
see with varying degrees of frequency. Monitor, and check that words
already presented are being used accurately and supply any new
words the students may be searching for. (5 mins)
10 We see some people very often, others only from time to time.
Think of people you meet every day, once a week, about once a month
or once a year.
How often? Who?
Every day
Once a week
About once a month
Once a year
Ask the students to work in pairs to compare notes about the people
they see and the things they do together. (5 mins)
11 Tell your partner where you meet these people and what you do
together. Are some of your answers the same?
Ask the students to tell you, in a whole-group activity, about the people
they and their partner see and the things they do together. Give them
the opportunity to tell you what aspects of these peoples personalities
they like. (510 mins)
155 Part 4 Unit 1
People
2 Clothes
Engage the students interest in talking about clothes. You can easily
do this by taking in various items of clothing, pictures of clothes etc.
(23 mins)
Instruct the students, individually, to think of as many types of clothes
as they can and make brief notes of these and of when they wear them.
Tell the students not to worry if they arent sure of some of the words
or of how to spell them; they will have the chance to study this shortly.
(510 mins)
1 Think about some of the different clothes you wear at different times.
Make notes below of as many types of clothes as you can think of.
Dont worry if you cant spell the word. If you dont know the word
in English, try to describe the clothes.
Different times Clothes
When the weather is hot
At night
To go to work or school
In the evening
In winter
Only on special occasions
Every day
To play sports
Instruct the students to work with a partner to compare notes
and help each other with any words they dont know. (510 mins)
2 Compare your answers with a partner. Do you have any different
answers? If there are names of clothes you dont know, describe them
to your partner can he or she help you nd the word?
Ask the students to tell you about some of the types of clothes they
and their partner have talked about. Put some of these on the board
and show the students the correct form of the words. Supply words
for items students describe, but dont know the name of. (510 mins)
156
A B
C D
Ask the students to look at the pictures below. Tell them they are
going to hear a recording. Only one of the items of clothing pictured
is described in the recording.
Instruct the students, individually, to listen to the recording and
choose the picture they think is being described. Play the recording
as many times as you think the students need to hear it in order to
get the answer. (2 mins)
3 You are going to hear someone talking about clothes they wear.
Listen and choose the right picture. 52
52
Female voice This is something I wear almost every day when the weathers
cold. I love it because it has bright colours and, of course, because it keeps
me warm in winter when its cold and snowy. Its made of wool and its
about, I dont know how long exactly, maybe one or one and a half metres
and it feels really comfortable around my neck.
Instruct the students to work with a partner to see if they both had
the same answer. Ask them to say what words or phrases made them
choose their answer(s). Monitor, and tell the students not to worry if
they havent got the same answer or if theyre not sure of the exact form
of the words and phrases that made them chose their answer. (5 mins)
4 Compare your answer with a partner. Do you agree?
Can you and your partner remember some of the words the speaker
uses to talk about the clothes in the picture?
Instruct the students to nd out which picture(s) their classmates
chose. You can organise this by asking the students to give answers in
open pairs across the class or by asking them to move around the room
asking one another for their answers. (510 mins)
5 What about the other students in your class? Did they all choose
the same picture? Why?
Ask the students to say which picture(s) they chose. Put on the board
the number of scarf, T-shirt, shorts or jacket answers given. Also ask
the students to give examples of the words and phrases they remember
hearing. Dont say at this stage if the answers are correct. (5 mins)
Play the recording again and check that everyone now knows the right
answer (scarf). Also put on the board some of the words and phrases
which gave clues (warm, wear it when its cold, etc). (510 mins)
Ask the students to listen to the recording again to check their answers
and to pick out any of the words and phrases which gave clues. (5 mins)
6 Listen to the recording again. Was your answer right?
157 Part 4 Unit 2
Clothes
Instruct the students, individually, to think about some item of clothing
they have. Ask them to make notes about it. Monitor, and suggest any
language or ideas some of the students may lack. (510 mins)
7 Think of the clothes that you have. Choose one item to tell
your group about. Make a few notes if you like. Things you can talk
about include:
Size and shape Its long/short.
The material Its made of wool/cotton.
The colour(s) Its dark blue.
Why you like it Its very comfortable/pretty.
When you wear it I wear it in summer/every day.
Instruct the students to work in groups of 3 or 4 (larger groups if you
have a very large class). Each of them in turn will describe their chosen
item of clothing (without naming it) to their partners, who will say what
the item is. Monitor, and encourage any less forthcoming students to
contribute descriptions. (510 mins)
8 Describe your item of clothing to your group, but dont say its name.
Can your partners guess what the item is? Your partners then describe
the clothes they have chosen. Move around the class and ask other
groups to describe their clothing. Who gets the most answers?
Engage the students interest in the following describe and draw activity.
It will be useful to demonstrate that quality of drawing is not important
and one way to do this is to ask a student to describe something one
of his or her partners is wearing at the moment and put a rough (ideally
not very artistic but accurate in details) drawing of it on the board.
(23 mins)
Instruct the students, in their groups, to discuss the items they
described in activity 8 and to choose one of these. Ask them to
drawthe item (they can nominate a group artist). (5 mins)
Ask the students, group by group, to describe their chosen item.
The description may be given by one member of the group or, perhaps
better, by the group as a team with each member contributing one
piece of information. The other groups draw it (either together, or
as one drawing each). (510 mins)
9 Choose one of the items of clothing you and your partners described
and together draw it dont worry if you cant draw very well.
Nowdescribe the item to the other groups. They draw it.
158
When each group has given its description, instruct the students
to look at the drawings produced by the other groups (these can
be passed around or the groups can move around the class). Ask
the groups to discuss and decide which other groups picture was
nearest to their own and to say why others were not as near. Monitor,
and point out any details which make one drawing more or less near
the original. With you acting as referee, the groups will then count
up the points gained and the winner is the group judged to have the
most pictures nearest to their classmates originals. (510 mins)
10 Now look at the pictures the other groups have drawn. Which one
do you and your partners think is the winner (the one closest to the
picture your group drew)?
The language used in activities 9 and 10 should have produced the need
for students to compare and explain why one drawing isnt as near to
the original as another. A useful study focus will be the use of negative
forms: It isnt white and black, It hasnt got stripes etc. (10 mins)
159 Part 4 Unit 2
Clothes
3 Books, music and lm
Engage the students interest in talking about books, CDs/cassettes and
videos/DVDs. You can do this very simply by taking into the classroom
a book, a video/DVD or a CD/cassette of your own or by showing pictures
of books, etc. (23 mins)
Instruct the students, individually, to think about the books, music
and lms that they like. Ask them to tick the boxes in the questionnaire
below and pre-teach any vocabulary you anticipate may be unfamiliar.
(5 mins)
1 Most of us enjoy reading books, listening to music and watching lms.
Which of these do you have at home? Put a tick (Y) to say how many
you have.
None A small Quite a lot A large
number collection
Classical music
cassettes/CDs
Novels
Videos/DVDs of
feature lms
Books of poetry
Pop music
cassettes/CDs
Videos/DVDs of
TV programmes
Others
Instruct the students to work with a partner to compare notes and help
each other with any words they dont know. Monitor, and supply any
language the students may lack. Ask the students to tell each other
what they understand by the terms small number, etc. (510 mins)
2 Compare your answers with a partner. Do you have similar collections
of books, videos/DVDs and cassettes/CDs? What do you think of as
a small number, quite a lot and a large collection?
Ask the pairs of students to tell you what books, videos/DVDs, etc, they
and their partner have. Put on the board any useful new words or any
items you noted when monitoring the activity. (510 mins)
160
Instruct the students, with a partner, to listen to the recording and
choose the picture described. Play the recording as many times as you
think appropriate. Explain that they will hear ve pieces of information
and after each will decide which picture is being described. They can
change their answers after each new piece of information. As the
information becomes clearer the points available go down from 5
to 4 to 3 to 2 to 1. (5 mins)
3 You are going to hear someone talking about their collection of one
of the things in the pictures below. You will hear ve sentences.
After each sentence, talk with a partner and choose which picture
you think is the right one. You can choose the same answer each time
or change answers as the information becomes clearer. 53
53
Male voice I love all kinds of art and entertainment: lm, music, literature.
(pause) I often travel, so I take one or two of these with me to pass the time.
(pause) I dont know exactly how many I have in my collection, but they ll
four or ve shelves in my bedroom.
(pause) Theyre great for travel and very cheap too, because you dont
need to use any batteries.
(pause) All you need is enough light to see and enough time to read.
Ask the students to tell you how many points they got for the right
answer (C) and to say which of the other pictures they gave points to.
(5 mins)
4 How many points did you and your partner get? The maximum possible
score is 15.
Ask the students to nd out how many points the other pairs of
students got. One way to do this is to ask the pairs to separate and
move around the class nding information to report back to their
5 What about the other students in your class? Who got the most points?
Engage the students interest in talking about their own favourite
books, videos, DVDs, etc. One way to do this is to take one of your
own favourite items into the classroom. (23 mins)
161 Part 4 Unit 3
Books, music and lm
A B
C D
Instruct the students, individually, to make a few brief notes about
one of their own favourite books, CDs, etc. Monitor, and supply ideas
and language where necessary. (5 mins)
6 Think about a favourite book, video/DVD or music cassette/CD you have.
Make notes about it and think of ve short sentences to describe it.
The notes you make could include answers to these questions:
Questions Possible examples
What is the nationality of the writer/ Its a lm with American actors.
singer/actors?
Is it a new or old lm, book, etc?
What kind of story, music, etc?
Is it very famous, popular, etc?
Are there similar books, lms, etc?
Instruct the students to work in groups of 3. Each is going to give the
others information about a favourite lm, book, CD, etc, as in activity 3.
Monitor, explain the instructions again to any student still uncertain
about what to do and give ideas and language where necessary, taking
care not to signal to the others in the group what item anyone has
chosen. (510 mins)
7 Now tell your group about your favourite book, video/DVD or
cassette/CD. Give them time to write down what they think it is after
each of the sentences. Dont give the name of the book, video/DVD or
cassette/CD, but try to make the information easier with each sentence.
Now take turns listening to the others in your group giving information
about their favourite book, video/DVD or cassette/CD.
Partner A Partner B Partner C
5 points
4 points
3 points
2 points
1 point
Ask the students to tell each other their answers.
8 Now tell each other what your favourite thing is. Who gets the most
points?
162
Instruct the students, in their group of three, to discuss videos, books,
CDs, etc, and nd one that they all like. Ask them to make notes in
activity 9. Then organise the activity allowing all the student groups to
present their 5-to-1 information to the others and to choose an answer
after each piece of information. (510 mins)
9 Talk with your group about another video/DVD, book or CD/cassette you
all like. Think about information to put in ve sentences as in activity 6.
Make notes and then tell the other students in your class about the thing
you have chosen. The other groups also give you information about their
favourite book, video/DVD or CD/cassette.
5 points
4 points
3 points
2 points
1 point
Ask the students to tell you how many points they got and what other
answers they gave. Put on the board some of the vocabulary connected
with favourite lms, books, etc, and encourage the students to say why
they all like a certain song, novel, etc. One likely study focus is the
superlative, eg, Its the best lm ever! (10 mins)
10 Which group of students got the most points?
163 Part 4 Unit 3
Books, music and lm
4 Places
Talking about places describing them and saying how to get to them
is a common feature of everyday conversation and frequently appears
as a topic in the Spoken ESOL test.
This unit gives the opportunity for your students to learn and practise
the language they will need to describe places and give directions.
Introduce the topic of places. Photographs or board drawings can
easily serve the purpose.
Ask the students to think about places they know and make one or
two brief notes about them. It may help if you check the students
comprehension of, or pre-teach, some of the items listed in activity
1. Stress that they do not need to make notes about all of the types
of place on the list but encourage them to choose several as this will
maximise the opportunity to practise language. Monitor, and supply
1 Think of places you know. Choose any one example from the list below.
Dont worry if you cant think of a place in each category. Make a few
notes if you wish.
A small village
A city in your country
A river
Somewhere on the coast
The capital city of another country
Somewhere in the mountains
A medium-size town
Other
Ask the students to work in pairs and to tell each other about the places
they have made notes about in the different categories. Ask them to
make a note of the words they both use to describe some of the places
they tell each other about. (5 mins)
2 Describe your places to a partner. Which words do you both use
to describe your places?
Ask the students, in a whole-group activity, to tell you about the places
they and their partner described and the words they both used. Put
some of these words on the board and explain any words which may
be new to some members of the class. (5 mins).
164
Now tell the students that they are going to hear someone talking about
the types of place they have described to each other. Ask them to listen
and to make notes if the speaker uses words which they and/or their
partner also used. they should also note words they didnt use, and
add them if appropriate. (23 mins)
3 Listen to the recording of someone talking about places like these.
Does she use any words you and your partner didnt think of?
Can you add these words to your descriptions? 54
54
Female voice I like all sorts of different places. Small villages are quiet and
peaceful, and often very pretty, but perhaps they can be too quiet at times.
I dont like big cities very much, at least not in the country I come from;
cities are just too noisy and dirty for me. I do like capital cities abroad;
I think theyre exciting. I love nature. In the winter I like to be in the
mountains because everything is fresh and clean, and in summer I love
to spend time by the sea the sea looks so blue and beautiful. The place
I live in is a medium-size town, and its okay: its not too big or too small
and the people are friendly. The best part of the town is the river its
quite wide and slow, and its a great place for a picnic.
Ask the students, in a whole-group activity, to tell you which of the
speakers words they also used. Explain any new words used by the
speaker. (5 mins)
Now ask the students to talk with their partner again and this time to
choose one of the places they described to each other. Ask them to
describe the place to the rest of the class, without saying the name of
the place. Ask the rest of the class to listen and, without shouting out
the answer, to write down the name of the place when they think they
know it. (510 mins)
4 Choose one of the places you and your partner talked about.
Describe the place to the other students in your class dont say its
name. Who is the rst to guess the place correctly?
Check what the students in the group wrote down as answers and ask
what words and phrases told them what the place was. Put on the board
some of the words which helped them choose their answer. (510 mins)
165 Part 4 Unit 4
Places
Now ask the students to think back to activity 1 and the places they
described to each other. Ask them, individually, to make brief notes
about places they particularly like and about the things they can do
there and why they like the place. Monitor and supply words the
students may be searching for. (5 mins)
5 Think of a favourite place from the list in activity 1.
What can you do there and why do you like it so much?
My favourite Things to do there I like it so much because ...
place
Ask the students to work in pairs and to tell their partner about
a favourite place and what there is to do there. (5 mins)
6 Tell your partner about your favourite place. Are your favourite places
similar or different?
Ask the students, in a whole-group activity, to tell you about their and
their partners favourite places. Put on the board some of the features
that several students described and the words they used to talk about
them. (510 mins)
Now introduce the topic of getting to places. One simple way to do this
is to take in a map or sketch a map on the board.
Ask the students to work in pairs and to tell each other, in as much detail
as possible, how to get from here to their favourite place. Monitor, and
supply any necessary words for different means of transport. (5 mins)
7 How do you get to your favourite place from here? Tell your partner
every part of the journey from start to nish. How many different types
of transport do you use?
Tell the students they are going to hear someone saying how to get to
her favourite place. Ask them to listen and to make a note of anything
the speaker says which is the same as what they and their partner said
to each other. (23 mins)
8 Listen to the recording of someone explaining how to get to her
favourite place. What differences are there between what you and your
partner said and what the speaker says? 55
166
55
Female voice My favourite place? Thats easy. Its a little island in the middle
of a lake. It isnt really very far from where I live, but it takes about two or
three hours to get there. First I have to get to the train station I normally
go there by bicycle. Then at the other end theres a local bus from the train
station down to the lake and a ferry boat goes across to the island.
Ask the students, in a whole-group activity, to tell you which things they
and the speaker both said when describing how to get to their favourite
places. (510 mins).
Now ask the students, individually or in pairs, to choose places they
can walk to from here. Ask them, without naming the place, to describe
in as much detail as possible how to get there. Ask the rest of the class
to listen and, without shouting out the answer, to write this down when
they think they know it. (510 mins)
9 Choose a place you can walk to from here. Tell the other students in your
class how to get there. Who guesses the place rst?
Check the answers the students gave and ask what words and phrases
helped them identify the places. Put on the board some of the words
used. (510 mins)
167 Part 4 Unit 4
Places
5 Food and drink
Talking about food and drink describing it and talking about how to
prepare it is a common part of everyday conversation and may feature
in the Spoken ESOL test.
You can easily introduce the topic by showing photographs, using
props or putting drawings on the board.
Ask the students, individually, to make notes about food and drink
they have more or less frequently. Monitor, and supply any words
1 What food or drink do you have every day, once a week or only
on special occasions?
How often? Type of food or drink
Every day
Once a week
On special occasions
Then ask the students to work in pairs and to compare their answers
with a partner. (5 mins)
2 Compare your answers with a partner. Whats the same and
whats different?
Ask the students, in a whole-group activity, to tell you what they and
their partner said about the food and drink they have on different
occasions. Explain any words which are new to some members of
the class. (510 mins)
Now tell the students they are going to hear someone speaking about
food and drink he would like to have more often. Ask them, individually,
to make a few notes about what food and drink the speaker may
mention and why he does not have it as often as he would like to.
Stress that there are no right and wrong answers and encourage
themto guess as much as possible as this will maximise the opportunity
for language practice. (5 mins)
168
3 You are going to hear a recording of someone talking about food and
drink he would like to have more often. What food and drink might it be
and what reasons do you think he may give for not having this food and
drink so often? Make a few notes if you wish.
Food and drink Why I dont have it so often
Ask the students to work with a partner to compare notes and see
which of their ideas are similar and which are very different. (5 mins)
4 Discuss your ideas with a partner. Do you have the same ideas or are
they very different?
Ask the students to tell you what names of food and drink they expect
to hear and put these contributions on the board. Explain any new
words and phrases to the class. (5 mins)
Then ask the students to listen to the recording and to decide whether
their or their partners suggestions were nearer to what the speaker said
about food and drink. (5 mins)
5 Now listen to the recording. Are your answers closer to the speakers
than your partners? 56
56
Male voice I eat too much fast food, I know, and Id like to eat more sh, meat
and fresh vegetables. The problem is time Im always busy and I never have
time to prepare meals. I love chocolate and biscuits and Id like to eat more
of them, but I know they make me put on weight. I play a lot of sport, so that
helps me to stay slim too. I like to have coffee after my evening meal, but
then I cant sleep so normally I just have water.
Ask the students, in a whole-group activity, to tell you how similar their
suggestions are to what the speaker actually says. Together, decide
which of the students is closest to what the speaker says. (510 mins)
Now ask the students to work in pairs and tell their partner if there
are types of food they would like to have more often. (5 mins)
6 What about you? What would you like to eat and drink more often?
Tell your partner about this and see if you have the same ideas.
169 Part 4 Unit 5
Food and drink
Ask the students, in a whole-group activity, to tell you what food and
drink they and their partner would like to have more often. Put on
the board the types of food and drink which the students mention.
(510 mins)
Ask the students to think about different types of meal which they
enjoy or dont enjoy. Ask them, individually, to tick the I really enjoy it
or I dont enjoy it column and to make any notes if they wish. (5 mins)
7 There are many different types of meal. Which of these types of meal
do you enjoy most and which do you not enjoy?
Type of meal I really enjoy it I dont enjoy it
Picnic in the open
Dinner in a restaurant
Snack on a train or plane
Family meal
Fast food take-away
Meal cooked with friends
Other
Ask the students, in a whole-group activity, to tell you which meals
they enjoy or dont enjoy. Put on the board the names of types of meal
enjoyed/not enjoyed by most of the members of the class and ask what
it is that they (dont) like about them. (510 mins)
Now ask the students to think of food which is typical of the place(s)
they come from. If you are teaching a multilingual group, this activity
is likely to generate lots of language. If the group is monolingual, you
could change the emphasis and ask the students to describe food from
other countries they know. (5 mins)
8 Food and drink can be typical of one country or region. What food
or drink do you think is very typical of the place you come from?
Describe this food or drink to your partner.
Ask the students, in a whole-group activity, to tell the rest of the class
whether or not they would like to try the food or drink their partner
described. Invite students to describe the food and drink their partner
spoke about and say why they would(nt) like to try it. (510 mins)
9 Do you like, or would you like to try, the food or drink your partner
described? Tell the other students in your class why or why not.
170
Tell the students they are going to hear someone describing how to
cook a type of meal. Ask them to listen to the recording and write down
what they think the meal is (stress that they dont have to understand
every word) and then compare notes with a partner to see if they agree.
(5 mins)
10 Listen to someone talking about cooking a meal. Can you guess what
the meal is? 57
57
Male voice It doesnt take long to prepare this, no more than about ve
minutes. If you want to, you can use cheese, tomatoes, mushrooms or
potato but you only really need eggs. Break the eggs and whisk them with
a fork. Heat a frying pan, add a little oil or butter, then put the eggs in.
If you are putting cheese or tomatoes or something else in, do this now.
I usually put a little salt and pepper in, but you dont have to. This meal
will be ready in a minute or two when the eggs are cooked.
Ask the students, in a whole-group activity, to tell you what they and
their partner think the meal is (if they dont know the word omelette,
accept a description instead). (23 mins)
Use the model of the recording to teach some of the words students
will need pan, fork, etc, and the language of simple instructions
put, mix, boil, etc. (510 mins)
Now ask the students, individually, to think about how to prepare a
type of food or drink, making notes if they wish. Monitor, and supply
any words the students may be searching for. (5 mins).
When the students have had time to think about what to say, ask the
students to work in pairs and tell their partner without naming the
type of food or drink chosen how to prepare it. (5 mins)
11 Now think of how to prepare some kind of food or drink. Tell your
partner how you prepare it but dont say what it is. Can your partner
guess what the food or drink is?
Ask the pairs of students to tell the rest of the class how to prepare the
food or drink their partner spoke about. Ask the other members of the
class to write down the type of food or drink when they think they know
what it is. Check if they are right and ask what words and phrases gave
them the answer, explaining any of these which may be new to some
members of the class. (510 mins)
12 Now tell the other students how to prepare the food or drink you
and your partner talked about. Who is the rst to guess what it is?
171 Part 4 Unit 5
Food and drink
6 Machines and technology
Engage the students interest in talking about machines and common
technology. One easy way to do this is to take in some items you use
(eg, mobile phone, calculator) or to take in pictures (eg, computers,
coffee machine). (23 mins)
Instruct the students, individually, to think about some of the machines
and technology they use in their everyday life. Ask them to make brief
notes in the boxes below. Tell them not to worry at this stage if they
are not sure of some of the words or their spellings they will have
the chance to study these shortly. (5 mins)
1 Most people use different types of machine in their everyday life. Look
at these things. Make a few notes about where, when and why you use
them. These are possible examples; please add your own answers.
Machines and technology Where, when, why?
Radio I use it in my bedroom every evening
to listen to music
Mobile phone I havent got a mobile phone
so I never use one
Calculator
Computer
Camera or video recorder
Other things
Instruct the students to work with a partner to compare notes about
the machines and technology each of them uses. What words can they
help each other to use and what are the differences between their
answers? (510 mins)
2 Compare your answers with a partner. Do you use the same machines
in the same places, at the same times and for the same reasons?
Ask the students to tell you some of the machines and technology
they and their partner talked about. Put some of these on the board
and supply any missing vocabulary, check spellings, etc. (510 mins)
172
A B
C D
Instruct the students, individually, to listen to the recording and
choose the two pictures the speaker describes. Play the recording
as many times as you think appropriate. (2 mins)
3 You are going to hear someone talking about machines they use.
Two of the things are in the pictures below. Listen and choose the
right pictures. 58
58
Female voice I dont use technology as much as other people. I know its
unusual these days, but I never use a computer at home or at work. I dont
wear a watch; I usually know what the time is. The only things I really use
are a mobile phone and, when I go on holiday, a camera.
Instruct the students to compare their answers with a partner to see
which two pictures (the same or different) they have chosen. Ask them
to tell each other what words or phrases helped them make their
decisions. Monitor, and without correcting at this stage, make a note
of any vocabulary or structures you think will need to be the focus of
a study phase. (510 mins)
4 Compare your answers with your partner. Do you agree about one
or both of the answers? What words and phrases helped you to choose
your answer?
Instruct the students to nd out which pictures their classmates chose.
One way to do this is to ask the pairs to separate and move around the
class asking what others have decided; they then report back to their
original partner. (510 mins)
5 What about the other students in your class? Has everyone chosen
the same pictures?
Now ask the students to tell you which pictures they, their partners
and their classmates have chosen. Record how many students chose
each picture on the board. (5 mins)
Play the recording again. Allow the students to check their answers
(mobile phone and camera) and also to listen for words and phrases
which support their choice of picture. (5 mins)
6 Listen to the recording again. Are your answers right?
Instruct the students, individually, to make a few brief notes about
some machine or other item of technology that they use in daily life.
Monitor, prompt where necessary and tell the students not to worry
about incorrect spellings, etc, at this stage. (5 mins)
173 Part 4 Unit 6
Machines and technology
7 Think of some of the machines you use in your daily life. You are going
to tell your group about one of them. Make some notes if you like.
The things you talk about can include:
Where I use it (work, home, etc)
When I use it (every day, at weekends, etc)
Why I use it (study, fun, etc)
How I got it (present, bought it, etc)
What it looks like (size, shape, etc)
Instruct the students to work in groups of three or four (larger groups
if you have a very large class). They take it in turns to describe their
chosen machine to their partners, who then say what they think the
itemis. Monitor, and encourage the students to use as much descriptive
language as they can. (510 mins)
8 Now describe your machine to your group (but dont say its name).
Your partners listen to what you say and then say what they think the
machine is. They then describe their own machines. Who gets the most
answers correct?
Dream machine!
Engage the students interest in the topic of a dream machine. One way
to do this is to show pictures of science-ction inventions. (23 mins)
Instruct the students to discuss with their partners a machine they
would love to have. The discussion doesnt have to involve language
of speculation or complex explanation: encourage the students to say
what their imagined machine looks like, what it does and to say briey
why it is so good. Monitor, and give language and ideas where
necessary. (510 mins)
9 Discuss with your partners a new machine you would all love to have.
You can imagine and invent anything you wish these may give you
a few ideas:
Something for amusement
Something to help you work or study
Some new form of transport
Something to do with languages
Something to make life in the home easier
Something else
174
Instruct the students to describe their machine to the rest of the class.
Each group may choose a spokesperson or, ideally, each member of
the group can contribute one piece of information. Act as chairperson
and encourage any questions from the other students about their
classmates dream machine. The timing will vary according to the
number of groups and the number of follow-up questions asked.
(510 mins)
10 Describe the machine to the other students in your class. Say what
your new machine looks like, what it does and why you and your
partners think the machine you describe is so good.
The other students can ask you a few questions about the machine.
The other groups of students then describe their machines to you.
Ask them a few questions to nd out more about their machines.
Instruct the students in their groups to discuss and decide which other
group presented the best dream machine. One way to set up the voting
is to allow each group to vote for two or three of the others (not their
own) dream machines. The winners are the ones who get the most
votes. Encourage the students to say why they like one machine more
than another. (510 mins)
11 When all the groups have described their dream machine, talk
about them with your partners. Which do you think is the best idea?
Vote for one of the machines (not the one your group described).
Which dream machine gets the most votes?
A useful study focus of this lesson will be the language of explaining,
perhaps in simple terms (Its good because it is very comfortable, etc).
Another useful focus will be on the language of description: pick up
on some of the language you noted as causing difculty when you
monitored in earlier activities. (10 mins)
175 Part 4 Unit 6
Machines and technology
7 Sports and games
Engage the students interest in talking about sports and games.
One way to do this is to take in a piece of sporting equipment you use.
(23 mins)
Instruct the students, individually, to think about the sports and games
they play and to complete the questionnaire below. Pre-teach any
vocabulary you think may be unfamiliar to the students. Monitor and
prompt (eg, by suggesting others the students may be able to t into
each of the three categories). (5 mins)
1 What sports and games do you play? Look at these sports and games
and put a tick (Y) to say if you have never played it, occasionally play it,
or if you play it a lot.
Sport or game Never Occasionally A lot
Chess
Football
Cards
Table tennis
Computer
games
Squash
Snooker
Others
Instruct the students to work with a partner to compare notes and
to help each other with any words they may not be sure of. Monitor,
and supply any language the students may lack. (510 mins)
2 Compare your answers with a partner. Which answers are the same
and which are different?
Ask the students to tell you what answers they and their partners
have given. Put on the board, in a corrected form where necessary,
some of the answers the students gave. (510 mins)
The students are going to listen to a recording and chose which items
of sports equipment are being described. Pre-teach the vocabulary
using the pictures. (23 mins)
176
A B
C D
Instruct the students to work with a partner to compare notes.
Do they agree which pictures were mentioned? Ask them which
ones they thought were described. (510 mins)
3 Listen to the recording of someone talking about things they use
insports they play now. How many of the things in the pictures do
they use? 59
59
Male voice Ive always loved playing sport. When I was younger I played a lot
of football, but I dont play now. I still have an old pair of boots and a football
in the cupboard. In the summer I play a lot of tennis and I take my own
racquet and tennis balls. In winter I often go skiing, but I usually hire skis,
poles and ski boots at the ski resort. Golf is a sport I would really like to try;
maybe one day I will. Id need to hire golf clubs as it would be too expensive
to buy them.
Ask the students to tell you their answers. Put these on the board to
show how many of the students have voted for the various options.
Play the recording again to allow the students to check that they have
the correct answers. (510 mins)
4 Compare your answers with a partner. Do you agree about the pictures?
5 Listen to the recording again and check your answers.
Instruct the students, individually, to make brief notes about something
they personally use in a sport or game they play. Monitor; supply any
vocabulary they lack and tell them not to worry at this stage if they
arent sure of the spellings of any words. (510 mins)
6 Think of something you use in a sport or game you play. Make notes
about it. Your notes can include answers to these questions:
Do you use it inside or outside?
How big/small, heavy/light is it?
Is it a special make or model?
Why is it important in the sport or game?
Where do you keep it?
Instruct the students to work in groups of three. Ask them to describe
the sports/games item they have made notes about (using the notes
as prompts rather than as a script). Their partners each draw what they
hear. Ask the students to look at their partners drawings irrespective
of artistic merit, do the pictures look as the student giving the
description expected? (510 mins)
7 Describe to your group the thing you have made notes about.
They draw it. Look at your partners pictures do they look exactly
as you expect? If there are one or two differences, tell your partners
what these are.
177 Part 4 Unit 7
Sports and games
Monitor, and ask if the pictures are as expected or what differences
there are. Repeat with the next person describing to the group.
8 Your partners now describe to you something they use when they play
sports or games. Draw the things they describe. Ask questions if you
want more details.
Instruct the students to nd out what sports/games items their
classmates have described to one another. You can organise this as a
whole class activity in open pairs across the room or ask the pairs to
separate and move around the class nding information about their
classmates and their partners, then reporting back to their original
9 What about the other students in your class? Did anyone else describe
something connected with the same sports or games as you or your
partners chose? If people described things from the same sports
or games, are their pictures exactly the same or are there some
differences?
Focus on the vocabulary of sports and games and also on the language
of description and comparison. The different pictures the students have
drawn should allow you to focus on such structures as It isnt as big as
Its smaller than , etc. (510 mins)
178
8 Keeping records
The activities in the latter part of this unit rely on the students bringing
in photos to talk about. It may be a good idea to have alternative photos
as back-up in case the students/candidates forget to bring in a photo
of their own.
Engage the students interest in talking about photographs. You can
do this very easily by taking in a few photos of your own. (23 mins)
Instruct the students, individually, to make brief notes about photos
they take. Tell them not to worry at this stage if they are uncertain of
any words or their spellings. (5 mins)
1 Many people take photographs. Do you sometimes take photos
of these things?
People Who?
Places Where?
Buildings Which ones?
Birds and animals Which and when?
The sky, the sea, mountains, etc What and when?
Rooms Which and why?
Instruct the students to work with a partner to compare notes about
photos they take and to help each other with any words or phrases
they are searching for. Monitor, and supply or correct any language
items the students need in order to tell their partner about photographs.
(510 mins)
2 Compare your answers with a partner. Are your answers all the same
or are they different?
Instruct the students to change partners and tell each other about the
photos they and their former partner take. Ask the students to make
a note of who takes most photos: themselves, their partners or their
partners partner. (510 mins)
3 Now change partners. Tell your new partner about the types of
photographs you and your rst partner take. Your new partner will
tell you about the photos they and their rst partner take. Which of
the other students has the most answers the same as yours?
179 Part 4 Unit 8
Keeping records
Ask the students to tell you who takes most photos and what types
of photo they take. Which person in the class takes the most (and
most different types of) photographs? (510 mins)
Engage the students interest in listening to a recording of someone
talking about photographs. The set of six pictures should help.
(23 mins)
Instruct the students, individually, to listen to the recording and choose
the photograph which the speaker describes. (2 mins)
4 You are going to hear someone talking about a favourite photograph.
Which one of the pictures on the next page does the speaker describe?
60
60
Female voice This is a photograph I have on my desk. People usually have
photos of family or friends, but my photo isnt like that. Ive never had
any pets cats or dogs so there are no animals in my photo. People
sometimes have photos of buildings in a town or city or of things that
make them think of travel: trains, boats and planes but not me. My
photo is of a natural scene: mountains, trees and a river its the place
where Id really like to live.
Instruct the students to work with a partner to compare notes and
say which picture(s) they think the speaker is describing. Ask them
to say which words and phrases helped them arrive at this decision.
(510 mins)
5 Discuss your answers with your partners. Have you all chosen the same
picture? What words or phrases does the speaker use to make you
choose the picture(s)?
Ask the group as a whole to tell you which picture(s) they have chosen.
Put on the board the most popular choice and play the recording again
to check the answer (top right, of mountains and a river). Ask the
students to tell you what words and phrases tell them that it is the right
picture. Play the recording again to allow the students to check the nal
answer. (510 mins)
Instruct the students, individually, to make brief notes about their own
favourite photos. Pre-teach any vocabulary you think may be unfamiliar.
Monitor, and tell the students not to worry at this stage if they are
unsure of any words or their spellings. (5 mins)
180
A B
C D
E F
7 Many people keep photographs. Think about some of your own
favourite photos and make brief notes to say what they are like and
why you like them. The things you think of could include:
Holiday photos
Photos of schoolfriends
Photos of yourself
Nature photos
Action photos
Other types of photo
Engage the students interest in the describe and draw activity that
follows. If the students are not already familiar with this from previous
units, explain that artistic skill is not important. (You can illustrate this
by putting a rough drawing of your own on the board, capturing the
essential details of a photo you show the students, but with no great
emphasis on the quality of the drawing itself). (23 mins)
Instruct the students to work in groups of ve. Ask them to describe
a photo to their partners, who will each produce a drawing of what
they hear. The students producing the drawings can ask for repetition
and for clarication of any details. (510 mins)
8 Choose one of your favourite photographs and describe it to your group.
They draw the photo and ask you questions if they want more details.
Others in your group then describe one of their favourite photographs
to you. You draw it.
When all members of the groups have had the chance to describe and
draw the photos, ask them to look at what their partners have produced
and decide which drawing is closest to the photo itself. Encourage them
to say what details make some drawings more or less accurate than
others. Monitor, and without making any corrections at this stage
make notes of language which will be the basis of a useful study focus.
(5 mins)
9 Look at the pictures your partners have drawn. Which is the closest
to the photo you have chosen? It doesnt have to be the most artistic
picture, just the one with the most correct details. Tell your partners
which of their pictures you consider the closest to your photo and why.
Focus on the language you noted while monitoring activity 9. The
precise language studied will be determined by what the students
themselves produced. A likely focus will be on comparisons, eg,
The trees are bigger/arent as big, etc. (10 mins)
181 Part 4 Unit 8
Keeping records
Instruct the students to work in their groups of ve. Ask them to choose
a photo they described to one another in activity 8 (or another photo,
perhaps one you take into the classroom) and to make notes about it
to give as much detail as possible when they describe it to the other
groups. Tell them not to worry at this stage if they arent sure of the
spellings of certain words. (510 mins)
10 Taking photographs is one way of keeping a record of things.
What other ways can you think of?
Now ask the students to think of other ways of keeping records.
It may help to give one or two examples, eg, I keep a diary.
Ask them, individually, to make brief notes. Monitor, and supply
any words which the students may be searching for. (5 mins)
Ask the students to work with a partner to compare notes and
to see which ways of keeping records they both use. (5 mins)
11 Talk with a partner. Do you have the same ideas about ways
of keeping records?
Ask the students, in a whole-group activity, to tell you the different
ways they and their partner keep records. Put the groups responses
on the board. (5 mins)
Tell the students they are going to hear a recording of someone
speaking about ways he keeps records. Ask them, individually, to make
a few notes using the ideas on the board and any others they can think
of about what they may hear in the recording. Monitor, and supply
12 Now you are going to listen to someone talking about the ways he
keeps records. He talks about four different ways. Think about what
these different ways may be and what you think the speaker may say
about how he keeps records of things that happen. Make a few notes
if you wish.
Way of keeping records How I do it
182
Ask the students to work with a partner to exchange ideas about what
they think they may hear in the recording and to see which ideas are
the same and which are different. (5 mins)
13 Discuss your ideas with a partner. What is the same and what is
different?
Ask the students, in a whole-group activity, to tell you what ideas they
and their partner have suggested. Put these on the board and ask which
the group thinks are the most/least likely and why. (510 mins)
Now play the recording to allow the students to check their answers
and see if the speaker mentioned the same things as they, their partners
and the whole group suggested. (5 mins)
14 Listen to the recording. Do you and your partner have all, or some,
of the same answers as the speaker? 61
61
Male voice I travel a lot and I like to keep a record of the places I go to. I take
a lot of photographs, but I dont spend a lot of time and money on this. Ive
got a very simple camera and just take snaps. Sometimes I record television
programmes on video, like sports events or music concerts. Another thing
I do is to keep a diary; every evening, I write about where I am and whats
happening. One more thing I do is to collect newspaper photos and reports.
I cut these out of the newspaper and keep them in exercise books.
183 Part 4 Unit 8
Keeping records
Notes
184
185 Teachers Book 1 Preliminary/Access
Exam information and sample interlocutors scripts
Exam information
A description of the exam at Preliminary
and Access levels is given in the student
book. You should review this with your
students prior to the test, to make sure
that the students understand the format
the test will take. Explain to the students
that they wont use an exam paper in
the test. The interlocutor will give them
different tasks to do. The activities in
the student book are there to help them
to prepare for the test at Preliminary and
Access level.
Sample interlocutors scripts
In this book we have included two sample
tests at Preliminary and Access levels,
for you to use to prepare students for
the Spoken ESOL test. The sample tests
enable you to see the differences between
the two levels and to set a mock exam
practice with your students.This type of
practice can be invaluable in preparing
students for the way the exam is
structured. The Spoken ESOL test is
a test of their speaking skills in English.
The important thing is for them to practise
speaking as much as they can, with you
and with other students.
186
Exam information, Preliminary level 172 187
Exam information, Access level 173 188
Sample interlocutors script, Preliminary level 189
Sample interlocutors script, Access level 194
Exam information
Exam information
The Spoken ESOL exam at the
Preliminary level
Introduction
The following description of the exam at Preliminary level will give you a good idea
of what to expect. Times given here for each part of the exam are provisional, and
you are advised to conrm with your teacher the exact time allocations that apply
for the Preliminary level at the time you are taking the exam.
Test time: 5 minutes
Part 1 (1 minute)
The interlocutor will begin by asking you your name and how you spell it. The
interlocutor will then ask you up to ve questions about yourself. They might be
such questions as Where do you live now? or How do you travel to work/college?
Part 2 (1 minute)
The interlocutor will give you two situations. In the rst situation you will need
to reply to a question that the interlocutor asks you. For example, the interlocutor
might say: Were friends. He or she might then ask: Would you like to go to the
cinema? You would need to answer this question as though you were talking
to a friend.
In the second situation you will need to start the conversation. For example, the
interlocutor might say: Youre a customer in my clothes shop. Ask me the price
of a coat. You would then need to ask the question. The dialogue in all cases should
run to four turns, that is two for you and two for the interlocutor.
Part 3 (1 minute 30 seconds)
The interlocutor will have a picture and you will have a picture. Most things will be
the same, but there will also be some differences. You will not see each others
pictures. By asking each other questions, you will nd the things that are different.
For example, the interlocutor may say: Here is a picture of a shop. I also have a
picture of a shop. Some things are different. You and I must nd the differences.
Ill start. Is the shopkeeper in your picture a woman or a man? You would then reply,
and ask a question of your own. You might ask Does the clock on the wall say half
past ten?
The interlocutor will ask you to talk about a topic. For example, he or she might say:
Tell me about your family. You will have a short time to think (30 seconds). You will
then talk on this topic for up to a minute. The interlocutor may then ask you a few
questions. For example, he or she might ask: What things do you do together?
The Spoken ESOL exam at the
Access level
Introduction
The following description of the exam will give you a good idea of what to expect
at Access level. Again, the times are provisional, and you are advised to conrm
with your teacher the exact time allocations that apply for the Access level exam.
Part 1 (2 minutes)
The interlocutor will begin by asking you your name and how you spell it. The
interlocutor will then ask you up to ve questions about yourself. They might be
such questions as Tell me about your friends or What is the weather like today?
The interlocutor will give you two situations. In the rst situation you will need
to reply to a question that the interlocutor asks you. For example, he or she might
say: You are going to work in my restaurant. I start. When can you begin work?
You would need to answer as if you were talking to your employer.
In the second situation you will start. For example, the interlocutor might say: Im
your English teacher. You dont understand the world shoulder. Ask me. You start.
You would then need to ask the question. The dialogue in all cases should run to four
turns, that is two for you and two for the interlocutor.
Both you and the interlocutor will have a picture, and (as at the Preliminary level)
you will need to nd the differences by asking each other questions.
At the Access level the pictures will have differences of action as well as differences
of state. For example, you might say: Is the teacher writing on the board in your
picture? The interlocutor might reply: No, the teacher is handing out papers.
Part 4 (2 minutes)
The interlocutor will ask you to talk about a topic. For example, he or she might say:
Tell me about a journey you remember. You will have a short time to think.
You will then talk on this topic for up to two minutes. The interlocutor will then
ask you a fewquestions. For example, he or she might ask: What kinds of places
do you like visiting?
188
Sample interlocutors script,
Preliminary level
The following sample interlocutors script can be used for mock exams
at the Preliminary level. It may be useful for this practice to be recorded
and for students to hear themselves speaking, to help them to
understand what areas of their pronunciation or vocabulary need
further practice. It is important to note that the questions and topics
listed here will vary from those given in the actual exam. Times given
here for each part of the exam are provisional, and may vary.
Part 1 (1 minute)
Interlocutor City & Guilds Spoken ESOL Test, Preliminary level.
Candidate (give candidates name). Test begins.
Hello. My name is. Whats your name, please?
Candidate (Candidate gives name.)
I And how do you spell your family name, please?
C (Candidate spells surname.)
I Thank you. And where are you from?
C (Candidate replies.)
I Right. (Ask up to 5 questions from this list.)
Questions
Where do you live now?
Where do you work/study?
What do you do in your free time?
Whats your rst language?
Whats your phone number?
What food do you like?
Tell me something about your friends.
Whens your birthday?
How do you travel to work/college?
Whats the weather like today?
C (Answers up to 5 questions.)
Sample interlocutors script, Preliminary level
Part 2 (1 minute)
I Thank you. Now, Part 2. Im going to read two situations and were
going to act out each of them. Ill tell you when to start or reply.
Choose one situation from A. Read this situation then enact
it with the candidate. The dialogue should run up to four turns.
Start by saying: First situation .
A
Were friends. I start. Would you like to go to the cinema?
Were friends. I start. Do you like swimming?
I work in a post ofce. You want some stamps. I start. Can I help you?
Im your teacher. I start. Can you spell your rst name, please?
Now choose one situation from B. Read this situation then enact
it with the candidate. The dialogue should run up to four turns.
Start by saying: Second situation .
B
Youre a customer in my clothes shop. You want to know the price of a coat.
You start.
You are in a new town. You want to nd the bank. You start.
Were friends. We meet in the street. You start.
Youre having a party. You want to invite me. You start.
Finish by saying:
I Thank you.
190
I Now Part 3. Heres a picture of a classroom.
(Hand over candidates copy of the picture.)
I also have a picture of a classroom. Some things are different.
You and I must nd the differences. All right? I start.
(Make sure the candidate answers and asks questions.)
Finish by saying:
I Thank you. (Retrieve candidates copy of picture.)
Candidates copy
192
Choose one of the topics A, B or C below.
I Now Part 4. I want you to tell me about (read out the topic you have
chosen) for about a minute. First you have 30 seconds to think about
what you want to say. You can make some notes if you like.
(Hand over a piece of paper and pen/pencil.)
Then Ill ask you to begin. Ill also ask you some questions. All right?
(Withdraw eye contact for 30 seconds.)
Topics
A What you do in the evenings
B Your family
C The clothes you like
I Ready? Please start.
C (Talks on topic for up to 1 minute, with support when appropriate.)
I (Ask a selection of follow-up questions, as appropriate.)
Follow up questions
A What you do in the evenings
What time do you have dinner?
Do you go out with your friends?
How do you relax at home?
B Your family
Do you live with your family?
What things do you do together?
Where do you go with your family?
C The clothes you like
Where do you buy your clothes?
Whats your favourite colour? Why?
Do you spend much money on clothes?
Finish by saying:
I Thank you. That is the end of the test for (give candidates name).
Sample interlocutors script, Access level
The following sample interlocutors script can be used for mock exams
at the Access level. It may be useful for this practice to be recorded and
for the students to hear themselves speaking, to help them to
understand what areas of their pronunciation or vocabulary need
further practice. It is important to note that the questions and topics
listed here will vary from those given in the actual exam. Timings given
here for each part of the exam are provisional, and may vary.
Test time 7 minutes
Part 1 (2 minutes)
Interlocutor City & Guilds Spoken ESOL Test, Access level. Candidate
(give candidates name). Test begins.
Hello. My names. Can you spell your family name for me, please?
Candidate (Candidate spells surname.)
I Thank you. And where are you from?
C (Candidate replies.)
I Thank you. Right. Now Im going to ask you a few more questions.
(Ask one question from each topic area as time allows.)
House, home and environment
Where do you live?
Tell me something about your neighbours.
What kind of house do you like?
Free time and entertainment
What are you going to do next weekend?
What kind of music do you like?
Do you have any special hobbies or interests?
Howoften do you watch TV?
Language
When do you speak English?
Tell me about your English class.
When did you start to learn English?
What English songs do you like?
194
Shopping
How often do you go shopping?
Tell me about your favourite shop.
Some people dont like shopping. What about you?
Do you like shopping in supermarkets? Why/why not?
C (Answers 4 questions.)
I Thank you. Now, Part 2. Im going to read two situations and were
going to act out each of them. Ill tell you when to start or reply.
Choose one situation from A. Read this situation then enact it with the
candidate. The dialogue should run up to four turns. Start by saying:
First situation .
A
Were on a train. I stand on your foot. I start. Oh dear. Im so sorry.
Im your friend. I start. Would you like to go to the cinema tonight?
Were friends. I start. What are you going to do tomorrow?
You are going to work in my restaurant. I start. When can you start work?
Nowchoose one situation from B. Read this situation then enact it with
the candidate. The dialogue should run up to four turns. Start by saying:
Second situation .
B
Your bags really heavy. Ask me to help you. You start.
Youre in a restaurant. You enjoy your meal. Tell the waiter. You start.
I give you an expensive gift for your birthday. What do you say? You start.
Im your English teacher. You dont understand the word shoulder. Ask me.
You start.
Finish by saying:
I Thank you.
I Now, Part 3. Heres a picture of an ofce. (Hand over candidates copy of the
picture.) I also have a picture of an ofce. Some things are different. You and
I must nd the differences. I can start.
(Make sure candidate answers and asks questions.)
Finish by saying:
I Thank you. (Retrieve candidates copy of picture.)
196
Candidates copy
Part 4 (2 minutes)
Choose one of the topics A, B or C below.
I Now Part 4. I want you to tell me about (read out the topic you have
chosen) for about a minute. First you have 30 seconds to think about
what you want to say. You can make some notes if you like.
(Hand over a piece of paper and pen/pencil.)
Then Ill ask you to begin. Ill also ask you some questions. All right?
(Withdraw eye contact for 30 seconds.)
Topics
A Ajourney you remember
B How to keep t
C Your home town
I Ready? Please start.
C (Talks on topic for up to 1 minute 30 seconds, with support
when appropriate.)
I (Ask a selection of follow-up questions, as appropriate.)
Follow up questions
A A journey to remember
What kinds of places do you like visiting?
What important things do you take with you on a long journey?
Do you prefer travelling alone or with other people. Why?
B How to keep t
What kind of food isnt very healthy?
How much exercise do you take?
Do you belong to any sports clubs?
C Your home town
Do many tourists visit your town?
Which part of the town do you live in?
Describe the countryside around your town.
Finish by saying:
I Thank you. That is the end of the test for (give candidates name).
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Notes
199
Notes
200

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