1 Explain that active listening and showing interest is an important conversational skill.
Go through the list of things we do and check students understand any new vocabulary, eg smile, lean forward. Students could work in pairs or groups to do this activity. As a class, discuss which behaviours are the same or different in their cultures and check students’
ideas.
Suggested answers a, b, d, f, g, h
Culture note: In some cultures, it is impolite to look the other person in the eyes for too long. It may be more polite to look downwards, which can seem to show lack of interest in western cultures. Another difference may be in nodding. Sometimes people nod to show interest, but mainly it means Yes, I agree with you. In some cultures, shaking one’s head is a way to show agreement.
2 1.68 6 Decide whether you are going to use the video or simply play the audio. Look at the photo and describe what is happening.
Ask: What is this person’s job? What is this job like? Make sure students understand what they are listening or watching for. Remind them to listen out for the woman’s intonation, and if you’re using the video, remind them to look at her body language. Play the video (or audio) with books closed and answer the question. Tell students that they don’t need to understand everything the speakers say for this exercise.
Answers
Conversation 1: bored (monotonous, monosyllabic answers)
Conversation 2: interested (varied intonation, asks questions, reacts to answers)
Transcript
1 FRED Hi, my name’s Fred.
RITA Hello. I’m Rita.
FRED It’s nice to meet you, Rita. What do you do?
RITA I’m a secretary – it isn’t very interesting.
FRED Oh right. I’m sorry to hear that.
I’m lucky, I love my job.
RITA Oh.
FRED Yes, I’m a firefighter.
RITA Ah.
FRED Every day is different. That’s the great thing about my job.
RITA Oh, there’s my friend Clare. Bye!
FRED Bye! Nice to talk!
2 LAURA What do you do, Fred?
FRED I’m a firefighter.
LAURA Really? That’s interesting! Is it dangerous?
82 Unit 4
FRED Sometimes!
LAURA I’m sure! Do you rescue lots of people?
FRED Not lots of people, but I rescue some people, yes.
LAURA Fantastic! Do you enjoy your job?
FRED I love it!
LAURA Do you? That’s great! I hate my work. So why do you enjoy your job?
FRED Because it’s never boring. And I save people’s lives.
LAURA Of course, you save lives! But is it tiring?
FRED Yes, it is. Oh, that’s for me. Sorry, I must go.
LAURA Well, it’s great to talk to you.
FRED Thanks, you too.
3 1.69 6 Ask students to read the conversation and check they understand rescue, boring, save lives and tiring. Play the video or audio and pause for students to complete the answers. Play the video or audio again and pause at the end of each line for students to repeat. Pay special attention to intonation, fluency and expression.
Answers
1 Really? That’s interesting! 2 I’m sure!
3 Fantastic! 4 Do you? That’s great!
5 Well, it’s great to talk to you!
Transcript
See conversation 2 above.
Extra idea: Ask students if they can remember any of the woman’s questions in conversation 2. Ask them to dictate the questions to you so that you can write them on the board. Don’t correct them yourself.
Encourage students to correct them as needed. Play the video again to check.
4 Act out the conversation with a strong student. Then students act out the conversations in pairs.
MA Stronger students can do this as a memory exercise.
Alternatively, students can use the karaoke function on e-zone. They start the video and
watch the conversation. Then they select the role they want to play, click on the play button and speak their part when they see the highlighted words on the screen.
5 P 1.70 Practise saying the expressions using different intonation patterns. Ask
students to say if your voice goes up or down a lot or just a little. Explain that English speakers have a wider ‘voice range’ than a lot of other nationalities. Tell students that when we’re interested our voice range gets wider. Play the audio and ask again. Play the audio again so that students can repeat each expression.
Students may have difficulty with intonation, so help them with this by exaggerating the voice range.
Answers
The woman’s voice range is big.
Note that her voice often goes down at the end.
Transcript 1 Really!
2 I’m sure!
3 Fantastic!
4 That’s great!
5 Cool!
6 Well, it’s great to talk to you!
6 Ask students to look at the picture. Ask:
What is the man doing? What is his job? Is it exciting?
Model the first example exchange with a student and explain that the echo question uses the auxiliary verb, or the verb be (if be is the main verb). Check the answers and write them on the board.
Answers
1 Do you? 2 Are you? 3 Is he? 4 Are there?
7 1.71 Play the first dialogue and practise the intonation chorally with the class. Play the rest of the audio and pause for students to repeat chorally and individually.
Transcript
1 MAN I work as a lion tamer.
WOMAN Do you?
2 WOMAN I’m a dancer.
MAN Are you?
Unit 4 83 3 WOMAN My brother is the CEO of a
multinational company.
MAN Is he?
4 MAN There are some interesting people in my office.
WOMAN Are there?
Extra idea: Provide some additional examples and ask students to respond as a class, or write their answers, eg My sister works as a firefighter. (Does she?) My parents live in Alaska. (Do they?) My brother is a yoga teacher. (Is he?)
8 Allow time for students to write their dialogues. Make sure they only write affirmative sentences in the present simple.
Monitor pairs as they work, making a note of any common problems with grammar, pronunciation or intonation.
Extra ideas: Hand out some pieces of paper with surprising sentences and the correct responses written in brackets, eg I’m the president of the USA. (Are you?) Ask students to stand up and walk around.
When you give the signal, they should read their sentence to another student. The second student should respond with an echo question (using correct intonation). The first student should check to see if it matches the question on their paper. Then they switch roles.
Tell students to find someone in the class they don’t know very well and ask them about their job. They should express real interest through their language and intonation.
De-stress!
It is probably not a good idea to have your students lie down in the classroom, but they can learn this breathing standing up, and then practise it lying down this way at home.
Students stand up and put their hands on their stomach. As they breathe in deeply, their stomach pushes out their hands a little. As they breathe out, their hands come in. There is little or no shoulder movement.
Note: Only do one or two breaths to start with. It’s possible to become dizzy if you do too many and you aren’t used to so much oxygen! If students practise regularly at home, they can gradually increase the number of breaths.
Why is it a good idea to do this? It gets more oxygen into our system and raises our energy and at the same time this slower breathing calms us down. Get students to stand up and take a few breaths like this whenever you feel the energy level of the class has fallen or become too hyper.
we don’t say … / we say …
This section focuses on the following errors:
• omitting the third person singular ‘s’
• incorrect word order with adverbs of frequency
• incorrect third person singular form of the auxiliary
• omission of the auxiliary in questions
• incorrect word order with adverbs of frequency with the verb be
Ask students to cover the green we say … side and to see if they can correct the mistakes themselves before they look and check.
84 Units 3&4 Review 84