Network New Basic

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Teachers Book


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Teachers Book

Michele Charlton


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English Network Basic Conversation Teachers Book

Autorin:

Michele Charlton

Autorinnen des Kursbuchs:

Michele Charlton

Carolyn Kilday Wittmann

Verlagsredaktion:

Claudia Schwarz

Cover photographs:

artur/Florian Monheim Zefa Zentrale Farbbildagentur GmbH

2004 Langenscheid, Berlin und Mnchen

Das Werk und seine Komponenten sind urheberrechtlich geschtzt. Jede Verwertung in anderen

als den gesetzlich zugelassenen Fllen bedarf deshalb der vorherigen schriftlichen Einwilligung

des Verlags.

ISBN: 3-526-

Lehrwerkskomponenten:

Kursbuch 50 468

Audio-CD 57 766

Audio-Kassette 57 767

Lehrerhandreichungen 50 469

Activity Pack 2 50 421

978- 57959-5


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Langenscheidt KG, Berlin und Mnchen

3

Contents

PART 1

Introduction to

English Network Basic Conversation . . . . . . 4

The aims of the course . . . . . . . . . . . . . . . . . . . 4Components of the course. . . . . . . . . . . . . . . . 4

Further optional materials . . . . . . . . . . . . . . . . 4

Course schedules . . . . . . . . . . . . . . . . . . . . . . . 4

Englisch Network Basic Conversation

course design . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Teachers Book . . . . . . . . . . . . . . . . . . . . . . . . . 5The unit-by-unit commentary . . . . . . . . . . . . . 5

PART 2

Teaching a unit in

English Network Basic Conversation. . . . . . . 6

Timing and flexibility . . . . . . . . . . . . . . . . . . . . 6

Pairwork and group work . . . . . . . . . . . . . . . . . 6Getting your students into pairs and groups 7

Correcting errors . . . . . . . . . . . . . . . . . . . . . . . . 7

Role of the teacher . . . . . . . . . . . . . . . . . . . . . . 7

Speaking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Listening comprehension. . . . . . . . . . . . . . . . . 8

Conversation stategies . . . . . . . . . . . . . . . . . . . 9Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Language and culture . . . . . . . . . . . . . . . . . . . . 9

Pronunciation. . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Role of grammar . . . . . . . . . . . . . . . . . . . . . . . . 9

Using the Extra . . . . . . . . . . . . . . . . . . . . . . . . . 10

PART 3

Lesson notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Getting started . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Unit 1: Everyday life. . . . . . . . . . . . . . . . . . . . . . 14Unit 2: People around us . . . . . . . . . . . . . . . . . . 16

Unit 3: Getting around . . . . . . . . . . . . . . . . . . . . 18

Unit 4: Travel. . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Unit 5: Looking after yourself . . . . . . . . . . . . . . 22

Unit 6: Free time . . . . . . . . . . . . . . . . . . . . . . . . . 24

Extra 1: Wales . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Unit 7: Places to live. . . . . . . . . . . . . . . . . . . . . . 28

Unit 8: Living with gadgets . . . . . . . . . . . . . . . . 30

Unit 9: Money matters . . . . . . . . . . . . . . . . . . . . 32

Unit 10: Fears and challenges. . . . . . . . . . . . . . 34

Unit 11: Milestones . . . . . . . . . . . . . . . . . . . . . . 36Unit 12: Learning for life . . . . . . . . . . . . . . . . . . 38

Extra 2: Eastern Canada . . . . . . . . . . . . . . . . . . 40

Resource bank . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Tapescripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45


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4

Introduction to English Network Basic Conversation

The aims of the course

English Network Basic Conversation is a pre-inter-

mediate course, which aims to give students theopportunity, skills and confidence that they need to

take part in a conversation in English in an everyday

context.

In order to achieve these aims, the course book

includes the following:

Focus on themes that are relevant to students

everyday lives, e.g. People around us, Looking after

yourself, Places to live, Learning for life, which

encourage students to draw on their own

experiences and knowledge.

Training in the oral skillsof listening comprehension

and speaking. The speaking activities are interesting

and motivating and give rise to enjoyable, active andinteractive lessons.

Training of conversation strategies, which allow

students to initiate and maintain a conversation, e.g.

starting a conversation, showing interest, giving

opinions, interrupting.

A topic vocabulary, which orders words and phrases

according to theme. Students are reminded of

expressions they have already learnt as well as

being provided with new words and phrases.

Information about the customs and life-styles of

various countries where English is spoken.

Short grammar summarieswith example sentences

to remind students of some useful grammatical

structures.

Components of the course

English Network Basic Conversation consists of the

following components:

The course book Best.-Nr. 50 468

As with all the books in the Network series, English

Network Basic Conversation contains not only the

complete classroom material, but also a built-in

Selfstudysection.

The Teacher's Book Best.-Nr. 50 469

This book contains a comprehensive introduction and

a unit-by-unit commentary. The Teacher's Book also

includes the tapescripts to the recorded material on

the Audio-CD/cassette which are not printed at the

back of the course bock.

Audio-CD Best.-Nr. 57 766

Audio-cassette Best.-Nr. 57 767

There is one CD/cassette that accompanies English

Network Basic Conversation and it contains all the

listening material that is included in the course. Each

of the recordings is marked in the course book with a

listening symbol ...and the number of the CD track.

Further optional materials

The main focus of English Network Basic Conversation

is on understanding and taking part in oralcommunication. Grammar is not a priority, but if you

want to do some grammar work with your students,

the English Network Activity Pack 2(50421-0) provides

photocopiable classroom activities that can be used to

practise grammar.

Your students would also benefit from having a

dictionary. Langenscheidts Taschenwrterbuch

Englisch (3-468-11131-2P) is a suitable bilingual

dictionary for learners at this level.

Course schedules

The material in English Network Basic Conversation

has been designed for flexible use in courses with aminimum of 26 and a maximum of 30 class-hours in

length (a class-hour being 45 minutes). A 30-hour

course would also have time for the two optional

Extras, in addition to the Getting started lesson and

the twelve main units.

There are numerous optional extra activities provided

in the unit-by-unit commentary and in the resource

bank in the Teachers Book, so English Network Basic

Conversation can easily be adapted or extended for

use in other or longer course schedules.

English Network Basic Conversation

course designThe Main Units

There are 12 main units in English Network Basic

Conversation. Each unit has been designed for one

ninety-minute lesson and comprises four pages: three

pages intended for classroom use and a one-page

Selfstudy section. Each unit focuses on a general

theme (travel, free time, fears and challenges, money

and shopping, etc.), which is treated in a variety of

unusual and interesting ways. Students will be able to

use language that they have learnt in previous courses

to talk about a theme from a new angle. There is a

progression within each unit and throughout the book.

The theme is treated in more depth towards the end ofeach unit after students have been provided with the

linguistic tools to cope and the later units are slightly

more demanding. Strategies that students have learnt

earlier in the book are recycled in the later units.

Each unit has recurring features to make the book

more transparent but the order of the features varies

and there is a wide range of task type so that students

are offered something new and exciting in every unit.

Each unit includes some or all of the following:

input in the form of photos, a short text, a dialogue,

a questionnaire, etc. to arouse interest in the topic

and give students ideas;


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Introduction

5

a variety of speaking activities, where the emphasis

is on fluency rather than accuracy;

a listening comprehension activity;

a What to say activity to introduce and give

controlled practise in using conversation strategies;

a vocabulary activity;

a reminder of a grammar structure with a very shortexplanation and one or two example sentences.

Selfstudy

The fourth page of each unit has a blue background to

signal that it is to be done at home. This page contains

the following:

a Tip which gives some further common expres-

sions students can use in everyday conversation and

some advice on how to sound friendly and polite;

three or four self-correctable exercises: an exercise

to practise conversation strategies, a pronunciation

exercise and one or two exercises to revise the

vocabulary that was introduced in the preceding unit.

Getting started

At the beginning of the book there is a three-page unit

called Getting started.This lesson includes speaking and

listening activities specifically designed so that students

work together and get to know each other better.

Extras

Following Units 6 and 12 there are two Extras with

four pages of optional listening, speaking and reading

activities. They deal with an English-speaking region

(Wales, eastern Canada) rather than with a theme.

The AppendixThis part of the book contains the following sections:

Topic vocabulary 12 pages of useful words and

phrases, one page for each of the twelve main

units/themes. The words are listed in subsections

for easy reference. There are example sentences,

explanations and German translations for the words

and phrases that are more difficult to use correctly.

There is also a Language & culture section on each

of the twelve pages with short texts in English

providing further information on an aspect of each

of the twelve topics (pp. 6677);

Key for Selfstudy, Grammar checkand Extra 1and

2(pp. 7880); Tapescript for most of the longer recordings in the

book (pp. 8187);

Grammar check a section with explanations and

exercises on the grammar structures mentioned in

the twelve main units (pp. 8893);

A guide to the International Phonetic Alphabet

(p. 94);

Dictionary the words from English Network Basic

Conversation that did not appear in the active vo-

cabulary of Network 1, 2or 3. Each word is followed

by the phonetic transcription and a German transla-

tion, and a listing of the unit and activity where it

first appeared (pp. 94103).

Teachers Book

The Teachers Bookcontains the following:

this introduction, which includes some useful adviceon how to teach a unit;

a unit-by-unit commentary, giving ideas on how to

use the material, some background information,

keys and optional activities;

a resource bankwhich provides you with additional

speaking activities;

the tapescripts of those recordings which are not

printed at the back of the course book.

The unit-by-unit commentary

The unit-by-unit commentaries are divided up intothree main sections.

Contents

This section gives you an overview of what is in the

unit: the topics, the content of the listening, the

conversation strategies and the vocabulary areas cov-

ered.

Tips and info

This is the longest section. In addition to tips on how

to deal with the activities, it also includes the following:

Focus on conversation a section giving useful

language and pronunciation tips which will help to

make your students sound more natural when theyare taking part in a conversation in English;

Preparation suggestions of things that can be

brought to the lesson or things that could be done or

thought about before the lesson. These are optional

so that the preparation is not absolutely essential;

Options optional activities that can be done during

the lesson for extra practice;

Information useful or interesting background in-

formation;

Board words, phrases and sentences that can be

written on the board or on an OHP transparency;

Language & culture suggestions on how to incor-

porate the Language & culturetext into the lesson;

the track number on the CD and the length of

the recording;

- the answers to activites, where appropriate,

printed in bold print so that you can see them easily

amongst the other text.

If time permits

This lists two suggestions for further activities that can

be done at the end of the lesson if there is still time:

a communicative grammar activity from English

Network Activity Pack 2 and a theme-related speaking

activity in the resource bank.


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6

Teaching a unit in English Network Basic Conversation

Here are a few general comments, which will be

helpful in the classroom.

Timing and flexibility

In real life, conversation is open-ended and has the

potential to develop in any way and for varying

periods of time. This is also the case in the

conversation classroom, so it is impossible to foresee

how long each of the speaking activities will take.

Depending on the level and interests of your class, you

may find that you dont have time in a ninety-minute

lesson to do the whole of one unit.

It is important to remain flexible. Here are some tips to

bear in mind:

Dont impose any rigorous time limits unless you

have to. If a conversation has taken off and everyone

has a lot to say, let students carry on.

Dont continue if interest is beginning to wane. Stop

the activity, have a short feedback session, if

appropriate, and go on to the next activity.

Dont feel that you have to do every activity from

every unit. If you feel, for whatever reason, that a

speaking activity wont appeal to your particular

group of students, then leave it out.

Change the order of the activities and the order of

the units if you wish. But remember that there is a

progression in each unit and throughout the book.The final activity of each unit tends to be more

demanding and the later units are a little more

challenging.

If you find that your students are very motivated by

a particular theme and have a lot to say, feel free to

spend more than one lesson on one unit. This will

give you the opportunity to do the options and the

additional speaking activity in the resource bank in

this Teachers Bookand/or to bring along an activity

or two of your own. Many of the units are designed

so that this is possible. In Unit 4 (Travel), for

example, one lesson could focus on students own

travel experiences (activities 13) and another couldfocus on different countries and cultures (activities

45).

Pairwork and group work

Many of the activities in English Network Basic

Conversationare designed to be done in pairs or small

groups, or in the form of walkaround activities, in

which students stand up, walk around the classroom

and talk to a number of other students, one after

another.

These student-centred practice forms have a number

of important advantages, especially in the conversa-

tion classroom:

You can quickly establish a friendly, co-operative

atmosphere in the classroom, since the students

have ample opportunities to get to know and help

each other.

It is quite difficult to get an authentic conversation

going where people listen and react to what the

others are saying in a class of ten or twelve. This is

much easier to achieve in a pair or small group.

Each student gets much more speaking practice than

would be possible in a whole-class, teacher-centred

situation.

Shy students are more willing to try out new words

and structures when fewer people are listening.

Having to speak in front of the class can be very

stressful.

You, the teacher, can get around and give individual

attention to those students and groups who most

need it.

You will get a clearer picture of the kind of errors

that students make (see the section on Correcting

errors).

To get the most out of pairwork and group activities,you may like to consider the following tips:

Give clear instructions beforehand.

As soon as students have started, make a quick trip

around the room and listen in briefly on each pair or

group, to make sure that they have understood the

instructions and are doing the right thing. If they

aren't, explain it to them in a low voice, but don't

interrupt all the groups just because one or two have

misunderstood something.

Change partners regularly so that the students all

get to know each other, and every student gets a

chance to work with a variety of partners. If they

always work with the same partner, they are much

more likely to get bored, and to learn each other's

mistakes.

If students lapse into German or some other

language, remind them in a friendly way to speak

English.

A brief feedback phase with the whole class is often

useful. Students have the chance to share ideas with

each other, while you can show your interest in what

they have to say.


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Introduction

7

Getting your students into pairsand groups

Here are a few ways of getting students into new pairs

or groups. Some require preparation of word or

sentence cards, which can be reused at a later date or

with other classes. Most of the suggestions can be

adapted to fit in with the theme you are doing:

Ask students to find someone they dont know very

well or have never worked with before.

Give each student a number and then announce

number groupings, e.g. numbers 1, 5 and 10 should

work together, etc.

Cut up different-coloured slips of paper into two or

more pieces and distribute them randomly. Students

form pairs or groups with others who have the same

colour.

Students should stand up, mingle and form them-

selves into a line, finding their correct position ac-cording to one of the following: first letter of first

name or town where they were born, the time they

got up this morning (earliest to latest), the number

of times theyve used their car this week (most to

least), etc. Once the line has been formed, divide off

the students into pairs or groups.

Write a language item on two small cards half on

one card, and half on the other (e.g. credit/card).

Distribute the cards randomly. Students should

mingle and try and find their matching partner.

There are numerous possibilities, e.g. collocation

(lose/weight, junk/food), phrasal verbs (look up/a

word in the dictionary), opposites (cheap/expen-

sive), US v British English (store/shop), conversa-

tion strategies (Can you speak/ more slowly,

please?) and if you want to form groups, you can

use lexical sets (florists/bakers/butchers).

Instruct students to find one or more people accord-

ing to certain criteria, e.g. find someone who has got

the same number of brothers and sisters as you

have, has been to the same country on holiday as

you have, likes the same music as you do, etc.

Correcting errors

In a conversation course it is often very difficult forstudents to gauge how much they have improved.

Well-thought out error correction can help to give

students a sense of progress. If you are new to

teaching, here are a few helpful tips:

Explain to students that you wont interrupt them

while they talk (unless you notice them repeatedly

making the same mistake or if conversation breaks

down), but that youll note down any mistakes they

make and deal with them later in the lesson. Too

much correction during the activity will limit the

practice students get at speaking freely and inhibit

spontaneity.

Note down all types of error, not just those to do

with grammar. You might like to have a grid with

different headings (e.g. grammar, conversation

strategies, sounds, stress and intonation, appro-

priate word or phrase) or a checklist to help with this

task.

Try and build one or two short periods of time intoevery lesson for feedback on performance. Keep the

session brisk and efficient.

Concentrate on one or two areas youd like to cor-

rect in each feedback session so as to avoid swamp-

ing and demoralising your students.

Focus on a few things of general interest to every-

one and deal with very individual problems sepa-

rately (you can point out the error to the student af-

ter the lesson or give him/ her a small card with the

correct form, word, etc.).

Error correction can be done in a number of ways.

Here are a few suggestions: write on the board or

say a list of incorrect utterances and ask students tocorrect them, ask students to work out the correct

pronunciation or stress of the words on the board,

write up a list of sentences on the board which

occurred during the conversation and ask students

to decide whether they are correct or not, write up a

list of words or expressions used during group work

and ask students if they can find appropriate alterna-

tives.

Be constructive and make concrete suggestions for

improvement, e.g. which sounds they should prac-

tise, which exercises they can do at home, what

phrases they should try and use in the next conver-

sation they have.

If you want to do some remedial work on a particu-

lar structure or function in a later lesson, make sure

your students know this so that they dont feel that

you are ignoring the language errors they make.

Give positive feedback, too. If your students have

used the conversation strategies well or have been

particularly fluent, tell them. Often students will

not realise just how much more confident and

fluent they are becoming and will welcome your

feedback.

Role of the teacher

The conversation classroom is often less teacher-

centred than during a general English course. After a

very brief explanation/ demonstration phase, most of

the speaking activities will run themselves as soon as

they get underway and it is best to remain in the back-

ground to help, prompt with ideas, observe and note

down common mistakes for revision.

Of course you can sometimes join in the activities

yourself and let the class know something about you.

The students are then more likely to accept you as a

person and not just as a teacher.


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8

Speaking

The speaking activities in this book are designed to

promote conversational competence. Students are

encouraged to exchange information and opinions and

share personal experiences so that a conversation

takes place where two or more people are involved

either as speakers or listeners.

Although many students want to speak, they may find

this difficult in the classroom for a number of reasons.

They may, for example, feel inhibited, think they have

nothing to say about the subject or feel they dont

have the words. This book offsets this

by choosing themes that are within every learners

range of experience so that all students are able

to participate without the need of specialised

knowledge, or the ability to take on an imagined role;

by allowing the students to determine what they

want to say so that they can avoid revealing things

which they find threatening or embarrassing;

by getting students to talk about things they may

have talked about before and so revising and

regenerating language they have learnt on previous

courses, but at the same time treating the themes

from an unusual or interesting angle so that the

topics still comes over as new and different;

by arousing students curiosity and triggering off

ideas and personal memories by means of various

input: photos, dialogue, short texts, questionnaires,

sounds, quizzes, etc.

by providing a variety of speaking tasks, some more

guided, some freer e.g. true/ false questions, rankingorder activities, making choices, etc.

by giving students time to think about and prepare

for the more demanding activities, e.g. by filling in a

questionnaire or table, by thinking about and

looking up words they might need, etc.

by giving students the linguistic resources to carry

out the task, via vocabulary brainstorming activities,

grammar reminders, controlled activities to practise

conversation strategies and via useful expressions in

the Topic vocabulary.

The course book and suggestions in this Teachers

Bookprovide all that is necessary to make your course

a success, but here are a few more tips you might find

useful:

With weaker groups you may need to anticipate any

vocabulary and grammar problems that are likely to

arise in an activity and briefly revise these before-

hand or write useful expressions on the board.

Make sure that students know what is expected of

them. Either read out the instruction or ask students

to read it themselves and tell students how they will

be working (individually, in pairs, etc.). If your

students still have problems carrying out the

activity, give a quick demonstration and/or example.

It is important that students feel they have com-

pleted an activity and been linguistically productive

in the process, so have a short feedback session (see

suggestions in the course book and in this Teachers

Book). Students might report back briefly on

something interesting that came up in their conver-

sation, they could say whether they enjoyed the task

or not, they could report back on a new word orphrase they learnt, or you could do a brief error

correction session.

Make the most of the material in the book. Wherever

appropriate, relate activities to events that are

happening in the world or in your area. You could

bring in an article/story about someones exploits,

e.g. someone who has sailed round the world

single-handedly, in Unit 2 (People around us) and in

Unit 8 (Living with gadgets), perhaps you could

mention a type of computer or electronic device that

has just come onto the market.

Remain alert during pair and group work. If a stu-

dent mentions an experience, etc. that is particularlyinteresting, encourage him/ her to tell the whole

class. You never know, this could lead on to further

discussion.

There is a lot of visual stimulus in the course book,

but space, of course, is limited. If possible, bring

along other pictures and photos to arouse students

interest in the subject and to motivate them to say

something. Build up your own picture bank by

collecting magazine pictures and categorising them

into topics.

Take any and every opportunity to stimulate conver-

sation. Sometimes real communicative situations

develop spontaneously, e.g. exchanging commentson last nights TV programme or an item on the

news or someones new haircut. Be ready to exploit

these opportunities by asking further questions or

encouraging others to comment.

Listening comprehension

Listening comprehension is an important feature of

each unit. The listenings and accompanying tasks are

designed, not only to improve listening skills, but also

to provide information and/or provoke discussion, to

supply useful vocabulary items and to serve as a

model for students subsequent conversations. Therecordings mirror the fairly informal authentic conver-

sations that you find in countries where English is

spoken and students become acquainted with a variety

of accents.

Suggested procedures for the listening comprehen-

sion activities are in the unit-by-unit commentary, but

make it clear that students dont need to understand

every word of the recording to do the tasks success-

fully. On the contrary, an important aspect of the skill

of listening comprehension is being able to concen-

trate on the information one needs. The tapescripts for

most of the longer recordings are printed at the back


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Introduction

9

of the course book so that students who buy the CD

have the opportunity of checking any details they

didnt understand during the lesson. The tapescripts

for all the other recordings are printed at the back of

this Teachers Bookfor your reference.

Conversation strategies

In the Getting startedlesson and in each of the twelve

main units students are provided with words and

phrases in the What to say activities that will help

them take part in everyday conversation. They are

always presented clearly in a blue box for easy refer-

ence and they are nearly always accompanied by a

short dialogue so that students can hear how they are

used.

Students often lack the skills necessary for carrying

out a successful conversation in English and these

controlled activities draw students attention to usefulexpressions for showing interest, agreeing and

disagreeing, etc. and other important elements such as

using fillers, the correct intonation and voice range.

It is a good idea to periodically refer students back to

the What to say sections from previous units. The

more students see and use these expressions in the

classroom, the more natural their conversation will

sound. You can also refer students to the Tip in the

Selfstudy section of each unit, which gives further

useful phrases and helpful advice on how to sound

friendly and polite. The first exercise of each Selfstudy

gives further written practice in using conversation

strategies correctly so encourage students to do it athome.

Vocabulary

This is often one of the main stumbling blocks. Stu-

dents have things to say and want to say them but just

dont have or cant remember the necessary words

and phrases. This has been taken into account in Eng-

lish Network Basic Conversation. There are twelve

pages of Topic vocabulary, one for each of the twelve

main units and students are referred to them at the

appropriate places. Encourage students to highlight

those items that they feel are important and to ask

each other the meaning of unknown words. Other

useful vocabulary items will appear in a text or listen-

ing or be part of an activity and sometimes words and

phrases students have previously learnt will be

recycled in brainstorming activities.

Nevertheless, whatever the students say is finally up

to them so they will make their own personal choices

about the words they want to use and to learn. Be

available to provide the words they need and en-

courage them to add their own personal vocabulary

to the Topic vocabulary pages. Try and have one or

two bilingual dictionaries available so that students

can look up words they dont know.

An idea you might like to try out is to write some of

the new vocabulary mentioned during the lesson on

one side of the board and then, at the end of the

lesson, ask students to choose three or four words or

phrases they would like to write down and learn. Thereis a useful vocabulary activity on learning and using

new words and phrases in the resource bank (activity

1) at the back of this Teachers Book that you should

try and do near the beginning of your course.

Language and culture

The Language and culturenotes, which can be found

on each of the twelve Topic vocabularypages, provide

additional or background information about topics that

come up in the units. Students can read these texts at

home but they can also be exploited for discussionpurposes if you have time in the lesson. Suggestions

on how to do this are in the unit-by-unit commentary

of this Teachers Book. References to Language and

cultureare made at appropriate places throughout the

course book, by means of L&C and a page number.

Pronunciation

Although it is not necessary to sound like a native

speaker to communicate effectively in English, the

correct use of sounds, stress, and intonation will make

your students sound more natural. It is a good idea toidentify and practise sounds, rhythm, stress and

intonation as and when appropriate. Short tasks used

little and often are more effective than longer but

infrequent tasks.

There are some tips and suggestions about the pronun-

ciation problems that your students might be having in

the Focus on conversationbox at the start of each unit

in this Teachers Book. In addition, each Selfstudyhas a

pronunciation exercise, which you might like to do with

the whole class during the lesson. Alternatively,

students can do it on their own at home.

Role of grammar

As this is a conversation course, grammar is not a

priority but in each unit there is a brief reminder of a

tense or other grammatical structure that might come

in useful during the speaking activites. There is also an

arrow and a reference to the Grammar checksection at

the back of the course book. There the grammar point

is explained in more detail, and there are exercises

that students can do at home if they wish. Explana-

tions and instructions are in German so that students

can manage without your help.


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10

Of course your students will make grammatical mis-

takes but if this doesnt result in communication break-

down, there is no need to worry. Briefly point out com-

mon grammar mistakes to the whole class (see section

on Correcting errors) in one of your feedback sessions

and if you notice students having difficulties during an

activity, just write one or two examples of the problem-

atical structure on the board for students reference.

If you notice that some remedial grammar work is

necessary, find a ten or fifteen minute slot later in your

course and do one or two grammar activities with your

class. English Network Activity Pack 2, for example,

has some enjoyable grammar practice activities.

Using the Extra

If you have a longer course or want to do something a

little different in your course, then the two Extrasoffer

some additional stimulating material on an English-

speaking region (Wales and eastern Canada) rather

than on a theme. Although they are designed for class-

room use and incorporate group speaking activities,

some of the sections can be done at home if there is

no time during the course. Students can do the quiz

(there is a key at the back of the book), listen to the

recordings, if they have bought the CD, and read the

texts.


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Getting started

11

Getting started

Aim Students will be happy to speak (and make mistakes!) if they feel at ease with the

other people in the class, and this first lesson gives them the opportunity to get to

know each other in a relaxed atmosphere. The suggestions below will help you

through the first lesson, even if your students arrive without the book. If your stu-dents already know each other quite well, you might want to leave out activity 3.

Contents

Theme Students talk about their own and other peoples names and find out a few things

about people in the course: their likes, dislikes and interests. Students also tell

each other why they are doing a conversation course, what problems they have

when speaking English and how they could improve their speaking skills.

Conversation strategies Introducing someone else; Useful classroom phrases.

Tips and info

Focus on conversation Asking questions: Students will be asking a lot of questions in this first lesson.

You might want to point out the use of the indirect question for more personalquestions, e.g. Id like to ask if you have any children. I just wanted to ask what job

you do.

Contracted forms: Make sure that students use contracted forms (Ive, wed, shes)

as much as possible.

Preparation Read Teaching a unit in English Network Basic Conversationon p. 6 in this

Teachers Book, which gives some useful tips on the following: timing and flexibility pair and group work error correction how to deal with speaking, listening, vocabulary, pronunciation, etc.

(1 Names)Write the seven sentences from the first activity on the board or OHP

transparency, in case students dont have the book.

Before you start Arrange the desks in a horseshoe or circle, if possible, so that everyone can see

each other. It also creates some space in the centre of the room in case you want

your students to get up, walk around and speak to different people.

Warm-up Talk individually to your students in English as they arrive. Introduce yourself, ask

them their names and maybe another simple question.

1 Names Walkaround activity Tell students that the first activity is about names. Introduce yourself and get stu-

dents to ask you a few questions about your name, before doing the walkaround

activity. If your students feel self-conscious about this type of activity, let them first talk to

the person sitting next to them for a minute or two. Then call out change part-ners, please. Continue doing this until students start changing partners of their

own accord. Join in the activity, encouraging everyone to take part and helping

with unknown vocabulary. No books: Write the seven sentences on the board before the lesson and explain/

demonstrate what students have to do. Students can refer to the board while they

are carrying out the activity and make notes in their notebooks. If about half of the

students have books, let pairs of students walk around asking questions (one book

per pair).

Option Give or elicit some information about the names in the photo. Ask some questions:

Do you know anyone with an unusual name or nickname? Do you have a popular

name? a foreign name? Does your name have a special meaning? How did you

choose your childrens names?


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English Network Basic conversation Teachers Book

12

Information Adriana Garcia Lopez: A Spanish name. Spanish people have two family names,

the first comes from the father and the second from the mother. If Juan Garcia

Marcos marries Maria Lopez Callas, they could have a child called Adriana Garcia

Lopez. Nick Fairclough: Nick is short for Nicholas. Fairclough is pronounced

/'fe@klf/. Emma-Jade Taylor:Double first names with or without a hyphen are

quite popular in many cultures. Jack Smith:Smith is the most common family

name in England, Scotland and the USA. Jack was the most popular English boys

name in 2003. Fiona McDonald. A Scottish name. Mc or Mac means son of.Rory OSullivan: An Irish name. OSullivan is the third most common Irish

surname. O means descendant of. Lisa Death: Death pronounced /deI'{T/ is

an old Huguenot name. Wang Li: Chinese people have their family names first and

their first names second. Li is used for both males and females and means

strength or beautiful.

2 What to say:

Introducing someone else

Pairwork and whole class Students do the task in pairs and then compare answers in class: Can I introduce you

to (most formal phrase); 1 Hi. 2 Hello. 3 Nice to meet you. 4 Pleased to meet you. In a larger class, you wont want everyone chanting Helloor Nice to meet youto

the introductions, so ask students to choose someone specific to speak to, e.g.

Petra, this is Felix.In this case, only Petra will react with a Hior Hello. Make sure

that everyone has been introduced. Make the introductions yourself, if necessary. No books: Elicit ways of introducing other people and write them on the board.

Add one or two more expressions, if necessary. Repeat the process for reacting to

introductions.

3 Getting to know each

other

Group work First write some words about yourself on the board and invite students to ask you

questions. Write a few different question types on the board to serve as a model. In activities 3 and 4 you might want to circulate while students are talking in

groups, make a note of some of the more common mistakes you hear and do a

quick feedback session later in the lesson. In a large class, ask two groups to join together to do the final phase of the activity.

4 What are you interested

in?

Option

Pair or group work

Students should walk around the class asking each other what they are interestedin. Make it clear that they can form groups of two, three or four. No books: Say the words and phrases in the box aloud. Students should write

down those things they are interested in into their notebooks. If you have been noting down students errors, this would be a good time to do a

five-minute feedback session (see Correcting errorson p. 7 of this Teachers Book).

5a Why are you doing a

conversation course?

Walkaround activity Remind students of a few useful structures before they begin.

Board Im doing this course because

so that

in order to

5b Speaking a foreignlanguage

2 315

Whole class and group work The section on Listening comprehensionon p. 8 of this Teachers Bookgives some

useful information about the listenings in this course book. Start off the activity by telling students about some of the difficulties youve

encountered when learning/ speaking a foreign language. Then ask students: What

sort of problems do you think people might have when learning/speaking German? First listening: Play the first part to Klaus is doing one of the English courses. Ask

students how Emma introduces Fiona and how Klaus reacts (Do you know Fiona?

Nice to meet you). Play the rest of the recording. You might want to stop the

dialogue at intervals to give students time to write down the problems. Students

then compare answers in class before discussing their own problems in groups:

Saying the sounds correctly, using the correct intonation, understanding what

people say, remembering all the words theyve learnt.


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Getting started

13

Second listening: Students compare answers in class: Klaus mentions listening to

the radio, CNN and the school CDs. Fiona writes down new words she hears in a

notebook. In the following group discussion, one person in each group should act as

secretary. He/she should write down and report back on the groups ideas. Ask students to listen to the ways of helping them to improve their English and

write down at least two that theyd like to try out over the next few weeks.

6 What to say: Useful

classroom phrases

Option

Pairwork Get students to do the task in pairs and then compare answers in class:

2, 6, 4, 3, 1, 5. Encourage students to use the phrases in subsequent activities. No books: Write down the phrases on the left-hand side of the box on the board

and ask students to copy them into their notebooks leaving a line between each

one. Dictate the phrases on the right-hand side one at a time. Students write each

one under the phrase with the similar meaning. Talk about a topic for a few minutes (your family, your job, some of the things

youd like to do during the course). Try to speak naturally and dont worry too

much about the level of language youre using. Stop at intervals and invite

students to ask about things they didnt understand using some of the phrases

from the box.

7 A last question Whole class During the writing phase go round and give some individual help with question

formation.

8 Bye bye Whole class As students are packing up and leaving, use some of the phrases in activity 8.

Encourage students to say goodbye to each other in English.

Tour of the book

It is important that students know where they can find everything in their course

book so you should show them all the sections in the book before you start with

Unit 1. You will need at least one book for each pair or for each group of three in

order to do the tour of the book suggested below. If very few students have books,

or if you are short of time, you might prefer to dictate the features (from the board)

below and assign this task for homework. Choose any unit and tell students what it includes (speaking activities, a listening, a

What to saysection and a Selfstudywith Tip). Write the following on the board:

Board Grammar check

Selfstudy (Unit 1)

Extra 1

Dictionary

Topic vocabulary

Key

Tapescript

In pairs, students should find the sections listed on the board and write down the

corresponding page numbers. Compare answers in class: Grammar check (p. 88), Selfstudy (Unit 1) (p. 13), Extra 1

(p. 34), Dictionary (p. 94), Topic vocabulary (p. 66), Key (p. 78), Tapescripts (p. 81). Ask students: Can you explain when you would use the different sections? Which

sections do you think you will find the most useful?

If time permits Resource bank:Activity 1: Todays new words (p. 42).


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14

Unit 1 Everyday life

Contents

Theme In Unit 1 students speak about their everyday habits, their daily routines and what

is happening in their lives at the moment. They also talk about events that upset or

change their daily routine.Listening People meet and chat about things that are happening to them at the moment.

Conversation strategies Starting a conversation; Ending a conversation and saying goodbye.

Vocabulary Everyday activities; Time phrases, How do you feel?; Exceptional events.

Tips and info

Focus on conversation Intonation & voice range:German speakers have a narrower voice range than

English speakers. Their intonation should start high if they wish to sound

interested or enthusiastic, e.g. Oh no! Bye.

a bit: You might want to point out that a bit(= a little) is very common in everyday

conversation. It is also used to mean very or quite a lot, when you do not

want to emphasize it too much: Im a bit tired. Hes a bit noisy. There are some

examples in the listening of activity 4a.

1 Everyday habits Groupwork

Option Here is a suggestion if youd prefer to start the lesson with a whole-class activity.

Ask students to tell the class something they did yesterday that they usually do

every day and something they did that was a bit unusual, e.g. Icaught the number

26 bus at 8 oclock as usual. YesterdayIphoned my sister in Australia. The website will give students a few ideas for the following speaking activity. Allow

students one or two minutes to read the text silently. Students should be able to

work out the meaning of unknown words from context, but clear up any problems if

students ask. Ask students if they were surprised by anything they read. If some groups finish the speaking activity quickly, write some more questions on

the board for them to discuss:

Board Do you eat between meals?

sleep with the windows open?

take an afternoon nap?

buy your Christmas presents early?

2 Topic vocabulary:

Everyday life

Individual and pairwork The section on Vocabularyon p. 9 of this Teachers Bookgives some useful tips on

how to use the Topic vocabularyin class. Give students about five minutes to do the task and then ask them to compare

their answers in pairs.

3 Everyday sounds

3 134

Pairwork Listening: Press the pause button after each sound so that students have some

thinking time. Tell them to write down the answer in German if they dont knowthe word(s) in English.

Compare answers in class. There may be some disagreement over certain sounds.

Board It sounds like It could be a I think its a ...

dog barking, baby crying, heavy traffic, the news, lawn mower, computer, vacuum

cleaner, children playing, church bells, phone ringing. In the speaking activity, point out that students can talk about anytime they hear

the sounds on the recording. Perhaps they have a neighbour who has a dog, or

they live near a school and can hear children playing during break.

Option Elicit other sounds from the class that students hear most days and where/when

they hear them, e.g. tractor, dish washer, loud music, pneumatic drill.


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Lesson notes Unit 1

15

4a What to say: Starting

a conversation

4 217

Whole class First listening: Briefly discuss students own replies in class before playing the

recording.

Fine thanks. And you, Tom?/Oh, could be better. / Its great to see you again. Second listening: Make it clear that students only need to note down one or two

things per dialogue. Read out the five expressions for students to repeat. Encourage students to use a

wide voice range so that their English sounds more natural. Then see if studentscan recall the phrases in the dialogues which preceded these expressions. Play the

recording again, if necessary. Elicit some reactions for the last three sentences. Point out that different reactions

are possible. I passed my driving test last week. (Congratulations! Thats good

news.). My girlfriend is going into hospital next week. (Im sorry to hear that./ Oh

no!). Im flying to Madrid on Saturday. (Lucky you.).

Information Greetings:In Britain and the USA people usually only shake hands in more formal

situations, e.g. the first time you meet someone, or in a business context, and you

never shake hands with children. With friends and acquaintances, kissing on the

cheek is increasingly popular. First names are generally used and people will

encourage you to call you by their first name Call me (Mike).

Language & culture See the section on Language & cultureon p. 9 in this Teachers Book.

Option If you have time, get students to read the text on Talking to strangers on p. 66

during the lesson. Briefly discuss the differences between Britain and studentsown countries. Elicit how they might react to the phrase Lovely day, isnt it? (Yes,

wonderful).

4b What to say: Ending a

conversation and saying

goodbye 5 048

Pairwork Listening: Stop the tape after each part to give students time to complete the

sentences. Check answers by asking students to read out the dialogues in pairs:

1 must rush, hello to, ll see you, 2 Ive got to go, get back to, 3 nice talking, can get

together, me a ring. While students are practising, circulate and encourage them to exaggerate their

intonation. Say some of the phrases for individual students to repeat if theyre

having problems.

5 Everyday conversation Walkaround activity If students start asking questions about which tense to use, write some example

sentences on the board to help with the walkaround activity.

Board At the moment My son is doing his exams.

Near future Im going to spend/spending the weekend with friends.

recent past Ive just finished painting the kitchen.

During the walkaround, give students about two minutes with each partner before

asking them to find someone new to talk to.

6 Out of the ordinary Group work In the brainstorming session, write the words and phrases that people say on the

board. If students only know the words in German, give a translation and write the

English word or phrase on the board. Refer students to the Exceptional eventssection

of the Topic vocabularyif they need more ideas for events that upset their routines. Tell students something about your life, e.g. When my son went to university, I

started getting up later because I didnt have to take him to school anymore. I now

spend a lot less time tidying up, cleaning and cooking, etc. Students may want to avoid talking about more painful events, e.g. a divorce, a

recent death, a serious illness. Make it clear to students that they must choose

themselves what they want to talk about.

If time permits Resource bank: Activity 2: Its a hard life! (p. 42).Activity pack 2: Activity 30 (Making arrangements) practises the present

progressive with future meaning and making spoken invitations.


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16

Unit 2 People around us

Contents

Theme In Unit 2 students speak about important people in their life: how they met them,

what they do with them, how much time they spend with them, etc. Students also

talk about unusual or interesting people they know or have heard about and howthey would feel if they did something out of the ordinary.

Listening A radio programme: A British jazz singer talks about people who are important to her.

Conversation strategies Correcting yourself; Showing you have understood.

Vocabulary Relatives and other people; Time and place phrases; Describing people.

Tips and info

Focus on conversation Taking an active part in the conversation: Point out to students that the listener

should also take an active part in the conversation. He/ she should show interest

in what the others are saying by nodding, smiling or by saying Yes, Yeah, Really?,

etc. Remind students to use a wide voice range, e.g. Really?

The sounds th, j, v [D, T, Z, v]: These are problem sounds for some German

speakers. If this is the case in your class, make a note of some of the words

containing these sounds that students use. Towards the end of the lesson write

some of the words on the board, say them aloud and ask students to repeat in

chorus. This will make students more aware of the difficulty.

Preparation (4 Interesting people)Think about some unusual people you know, e.g. mixed

nationality couples, someone with an unusual job or free time activity, someone

who does a lot for the community, or bring in some magazine pictures of

interesting/ unusual people.

1 How did you meet? Walkaround activity This is a fun activity to start off the lesson and will work better if it doesnt go on

for too long. Stop the walkaround phase after about five minutes. In a large class, you might prefer to do the feedback phase in groups of four or five

so that this phase doesnt take up too much time.

2a People in our lives:

A radio interview

8 411

Whole class The listening will prepare students for the speaking activity in activity 2b. It will

help with ideas and vocabulary. First listening: Refer to the photo that shows Mike, the DJ, and Maria. Play the

recording. In weaker groups, you could stop the recording after Maria has

answered each of the four questions and elicit the meaning of or explain some of

the new vocabulary items, e.g. single mother, on my own, curl up on the sofa, rely

on in an emergency, I get on really well with her, work correspondence, keep in

touch with, lend, trust. Tell students to write the list of people in a column so that they have space to

make notes next to each person on their list. After the second listening, students compare answers in pairs and then in class:

Band Maria spends a lot of time with them, they work together on melodies.

Son spends a lot of time with him. They cook and watch TV together. He

borrows her car. Neighbours she can rely on them in emergencies. Sister-in-law

she gets on well with her. She comes and helps if Maria is ill or if she needs

help. Mother she phones her regularly. Secretary looks after her work

correspondence. School friends send mails, Christmas cards, etc. to each other. The final phase of the activity will give students the opportunity to learn some

useful phrases that they can use in the following activity. Maria uses the following

phrases: I do quite a lot with him (Simon). I get on really well with her (sister-in-

law). I keep in touch with (some of my old school friends). We dont see each other

very often.


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Lesson notes Unit 2

17

2b I spend a lot of time

with

Pair or group work Students are well-prepared for this activity and so should have a lot to say. If you

have a few loners in your class, encourage them to say why they prefer their own

company.

Option If students like this activity, ask them some follow-up questions that they can

discuss in their groups: Would you have answered the questions in the same way

five (or ten) years ago? Who were you in close contact with then? Who have you

lost touch with?Language & culture

Option

Ask students to discuss how they feel about the things mentioned in Entertaining

at homeon p. 67. They should say which things they like or dislike, which ones

theyd like to introduce into their own country.

3a What to say: Making

yourself understood

9 125

Whole class Listening: This is fairly straightforward. Students should compare their answers in

pairs before discussing them in class: Maria thinks Christoph says sick instead

of thick. Maria speaks too quickly for Christoph. The ticked phrases are: Sorry,

Ill start again./Ill try and say that again./Ive got it now./Thats quite clear now. Refer students to the Useful classroom phraseson p. 9, which will also help if

communication breaks down.

Option If youd like to do some further practice of the phrases, ask students to write down

three or four short sentences about themselves or about people they know. In

pairs, student A says a sentence aloud, but in a such a way (too quickly, mumbled)that it is difficult to understand. Student B asks his/ her partner to repeat. Student A

corrects him/ herself by using a phrase from the box. Then students change roles.

3b What about you? Whole class Give an example of a misunderstanding yourself before inviting students to tell

their stories. If students dont have many stories to share, just get them to talk

about some of their experiences (good or bad) of speaking English.

4 Interesting people

Information

Group work Christopher Reeve, the former actor who played Superman, was paralysed from

the neck down in a riding accident. Jenny Wood-Allenstarted running at the age of

71 and has completed more than 30 marathons. Prompt students with more ideas by showing some magazine pictures or

describing an interesting person you know (see preparation). Encourage students

to ask questions to find out more details. Circulate and help with unknown words while students are working individually on

their wordlist. Write on the board those words you see that you think might be

useful for the other members of the class.

5 Could you imagine? Group work Encourage students to talk about their own personal experiences, too. Perhaps

they know someone who has started a new career later in life, or they have

married someone older. Point out that in sentences like If I were her, I wouldnt marry a man ten years

younger, students can also sayIf I was aswas is quite common in spoken

English. Give students who finish quickly one or two further situations to discuss, e.g. 1

You decide to change your appearance so that you become more noticeable. You

would like to have a tattoo, colour your hair or have your nose pierced. 2 You have

six children and are expecting your seventh. 3 You live alone. 4 You are a single

parent. If short of time, groups should choose just one of the four situations to discuss.

If time permits Resource bank: Activity 3: Famous people (p. 42).

Activity pack 2: Activity 29 (Desert island) practises the second conditional.


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18

Unit 3 Getting around

Contents

Theme In Unit 3 students speak about different types of transport: what they use, when

and how often they use it and what they like and dislike. Students also talk about

journeys theyll never forget.Listening Lynne talks about a nightmare train journey.

Conversation strategies Agreeing and disagreeing: So am I. Neither do I. Oh, I didnt. But I would.

Adding a comment.

Vocabulary Ways of travelling; Vocabulary connected with road, rail, air and sea.

Tips and info

Focus on conversation Bringing in other people: During group work it is important that everyone gets

the chance to speak. You might want to teach your class the following phrases:

What about you? What do you think? Do you agree?and point out that students

can use them to include the quieter members of the group in the conversation.

well: Point out that wellis used very often at the beginning of a sentence to

indicate that you want to say something: well, I just love drivingor to give

yourself time to think: well um I think its . It is difficult to translate into

German, but means something like nun, also or na. There are a lot ofexamples of its use in the listening in activity 4.

Preparation (4 A nightmare journey)Bring in a map of England/ Great Britain. Think about the

details of a bad or unusual journey youve had, e.g. plane strike, road accident,

train delay, using public transport in another country.

1 A transport survey

OptionPairwork

If youd prefer to start the lesson with a whole-class activity, give some statistics

(from a 2003 motoring report carried out by the RAC equivalent to the ADAC in

Germany) about Great Britain: There were two million cars on Britains roads in

1959 and now there are 25 million. 74% of households have at least one car (46%

have one car, 22% have two cars and 6% have three or more). 72% of motorists

who work commute by car. Then ask students if they have used their car today and

why or why not. Give students time to fill in the questionnaire. Remind students to look at the Topic

vocabularyon p. 68 before asking each other questions in pairs. Circulate and en-

courage students to give more detailed answers, e.g. Well, I generally come to the

English classes by tram because its impossible to find a parking space near the school. Those pairs that finish quickly could make groups of four and tell each other some

of the things they have found out about their partners. The class feedback phase should be fairly short. Get a few people to say something

interesting about their partners and then go on to the next activity.Language & culture

Option

Here are some questions you could ask about The school runon p. 68: How do your

children go to school? How did you use to go to school? Is it different from the UK?

2a What to say: Agreeing

and disagreeing

Individual and whole class Refer students to the note under the box before they tick the boxes. Check answers

in class: So am I. Neither would I. Oh, I dont. Oh, I can.

If students dont understand the pattern, write a few sentences on the board asfollows:

Board I ve got a four-wheel drive. So have I.

For further practice, say some sentences aloud and ask individual students to

agree or disagree with you: I cant park very well. I love cycling. I dont like driving.

Id like to own a Rolls Royce. I went on holiday by train last year. Ive never been

on a yacht. I wouldnt like to go on a long-distance flight. I usually drive to work.

2b What to say: Adding a

comment 11 035

Whole class and pairwork

Listening: Press the pause button after each exchange to give students time to

write down the mans replies. Check answers by asking students to read out the

short exchanges in pairs: 1 Oh, I do. I always go to work by bus. 2 So would I. Ive

always wanted one. 3 Neither have I. I think Ive been very lucky.


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Lesson notes Unit 3

19

Circulate and correct mistakes while students are writing their own responses.

Check answers by saying the sentences yourself and getting individual students to

reply. After the pairwork you might want to point out the differences between happyand

luckyand tripandjourneyas German speakers often confuse them. Im happy=

ich bin glcklich/froh whereas Im lucky= ich habe Glck. The following example

shows the difference between tripandjourney. Did you enjoy your trip to Berlin?

Yes, it was great, but the journey back was terrible.A trip(= Reise) is used whenyou go somewhere and come back again. It is not made regularly. Ajourney

(= Fahrt, Reise) is used when you go from one place to another. It can be long or

short.

3a Vocabulary: Travelling Group work Before they start, make it clear that students should only write down words that

are in some way connected to travelling. Students might associate some of the

following words and phrases with the photo on the left: passengers, crowded,

platform, underground, commuter, busy, stressful. During group work, all students

should write down the words so that everyone has a list in his /her notebook. One person from each group should read out the groups list to the class. The

other members of the class should add any new words and phrases they hear to

their own list.

Do the final phase of the activity with the whole class.

3b Likes and dislikes Group work First choose one of the four categories and say something about it, e.g. I used to

love travelling by plane. I really enjoyed watching the planes taking off and

landing. But now I find it really boring. I cant stand all the waiting around, etc. Then write some more verbs that are followed by the gerund on the board so that

students can use them in the speaking activity.

Board I adore I quite like I hate

I love I dont mind I detest

In the class feedback phase, call out a method of transport, e.g. train. Individual

students say what people disliked about this method. Continue with planeand car

if time permits.

4 A nightmare journey Pair or group work Add the following things to your list on the board if students dont mention them:

bad weather, traffic jam, strike, missing your connection, an accident, losing your

luggage. Before you play the recording, write the towns mentioned in the dialogue on the

board (Bedford, Kettering, Nottingham)and if you have a map, show students

where they are.

12 315 First listening: Let students discuss their answers in pairs before comparing in

class. You might want to play all or parts of the listening again if students missed a

lot of the details:The train left 20 minutes late because they couldnt find a driver. There was asignals failure and the train stopped for four hours. The train terminated atKettering because the line was closed for repairs. They continued the journey bybus. The journey took nine hours instead of three.

Second listening: Brian uses a lot of different responses so tell students it doesntmatter if they dont manage to note down all of them. Students then compare in

class and add those questions and responses they missed to their lists: What

happened (then)? What was the problem? So what did you do? When did you get

home? Tell me all about it. 8 oclock? Oh no! Thats terrible. Yeah. I can just

imagine that. How awful! Thats unbelievable. If time permits, describe a journey of your own before students talk in pairs or

small groups. While listening, students could note down words and phrases they

hear that they might want to use to describe their bad or unusual journeys.

If time permits Resource bank:Activity 4: Transport issues (p. 42).

Activity pack 2: Template 43 (Boardgame) can be used to practise the past

progressive.


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20

Unit 4 Travel

Contents

Theme In Unit 4 students speak about good and/ or bad holidays theyve had. They also

talk about different cultures and customs: how they feel about different customs

and how tourists should behave abroad.Listening Rob and Sarah describe some of the customs they encountered on holiday.

Conversation strategies Showing interest: Really? Sounds lovely. Thats terrible,etc.

Vocabulary Types of holiday; Places to stay; Describing a holiday; Things to do on holiday.

Tips and info

Focus on conversation Responding: Encourage students to use short responses to show interest in what

the speaker is saying. Point out that short responses are used frequently in

everyday conversation as they provide positive and negative feedback to the

speaker and encourage him/her to say more.

//: This is the most common weak sound in the English language and helps to

give English its particular rhythm. Try and make students more aware of this

sound by writing some of the things they say on the board, saying them aloud

with the correct /@/sound and rhythm and asking students to repeat in chorus, e.g.Id like to go to China. There was a lot of traffic in London.(The underlined vowels

are pronounced with a /@/.)

1 Holidays Whole class and pairwork The first question can be discussed either in class or in pairs. The brainstorming session should be fairly brief (about one or two minutes). Invite

students to call out any words or phrases that they think of. Write all the

suggestions randomly on the board. There are various things you can do with the words. 1) You could ask students to

write down in their notebooks those words or phrases that they might need to talk

about their own holiday experiences. 2) Dictate some categories to the students,

e.g. things to do, places to stay, adjectives to describe your holiday, negative

aspects about holidays. In groups, students sort the words on the board into the

different categories. Before students start the speaking activity, remind them to use the past simple

when giving more details about a particular holiday. Give one or two examples

yourself of what they might say: Ive been on a sightseeing holiday to London. I

went there for three days and we saw most of the famous sights. Students will have the opportunity to talk at length about a particular holiday in

activity 3.The aim here is that they should just talk briefly about different types of

holidays theyve been on in their lives. Stop this activity after about five or ten

minutes.

Information People in Britain rent chalets, villas and cottages for their holidays. A chaletis a

small house or bungalow, often in a holiday village or camp. A villais a house in

another country and a cottageis a small house in the country.

Option Circulate during pairwork and note down any responses you hear, e.g. Really?

Lucky you. Oh, did you? So have I.

2a What to say:

Showing interest

Whole class and pairwork If you did the option in activity 1, start by telling students which responses you

heard during the speaking activity. Let students look at the phrases in the box. Explain rather you than me(= I dont

want to do what youre doing), e.g. I have to go to the dentist. Rather you than

me.Then say a few of the phrases aloud for students to repeat, encouraging them

to exaggerate the stress and intonation patterns. Students complete Bs responses individually. Check answers by reading out As

part and getting individual students to reply.

15 025 Listening: Ask students to write down the replies they hear. While students are

practising, circulate and encourage them to exaggerate their intonation. Say some

of the phrases for individual students to repeat if theyre having problems.


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Lesson notes Unit 4

21

16 021 Listening: The dialogues are very short so ask students to write down what they

hear. Then pairs of students should read them out to the class. Elicit other ways in

which the men might have continued, e.g. It was really cold. Yes, well never go

there again./ Yes, I ran in the other direction. My wife screamed.

Option For further practice, you could adapt and use exercise 1 of Selfstudy 4on p. 25 in

class. Read out some or all of the sentences and elicit possible reactions. Then play

the mini-dialogues (track 19) so that students can listen and compare.

2b Sounds lovely Pairwork Go round and correct sentences while students are writing. In this activity students should react with phrases from the box or repeat a key

word.

3 It was wonderful! Group work Briefly discuss the photos in class. Ask students: Which of these holidays would

you like? dislike? Why? Then ask students to find new partners (people they havent worked with yet in this

lesson) so that they have the opportunity to talk to different people about the

holidays/trips theyve been on. p. 7 of this Teachers Bookhas some suggestions

on how to find new partners. Students often enjoy talking about their own holiday experiences, so let them talk

about more than one holiday if they wish. If you have any students who have not

travelled very widely, get them to talk about any shorter trips theyve been on or to

speak about cities theyve visited or holidays they went on as a child.

4 Different countries,

different customs

Whole class and group work Do the first speaking task round the class and keep a count of how many different

countries are mentioned.

17 357 First listening: Let students discuss the answer with a partner before comparing in

class: Egypt, China. Second listening: Make it clear that students dont have to note down all the

customs. Two or three for each country is enough. Students compare in class and

add those customs to their list that they missed. It is important that students have

a complete list for the following speaking activity. Students might mention some of

the following: Egypt They eat their main meal late. They have a flexible idea of

time. Its impolite to refuse food. They dress conservatively. They haggle over

prices. China They use chopsticks. They have different eating habits. There are

many teahouses. They often do things together, e.g. tai chi. They have a different

idea about personal space and dont mind having pauses in their conversations. Point out that get used tois followed by the gerund and write an example on the

board, e.g. Id find it very difficult to get used to eating late at night because

before students talk in groups of three. Allow time to look at the photo (and find the westerner taking photos!) and give an

example of something surprising/ shocking thats happened to you before individual

students talk about their experiences. If students find the final question difficult to

answer, prompt with ideas, e.g. shaking hands, eating cake for breakfast, giving tips.

5 Talking points: Travel Group work Some students might find some of the questions quite demanding. Encourage

them to have a go and be available to help with unknown vocabulary. Stop the

activity five minutes before the end of the lesson and invite students to ask yousome questions.

Language & culture

Option

Refer students to Australians abroadon p. 69. If anyone in the class has been to

either Australia or New Zealand, ask them to say a few sentences about their visit.

If not, you could ask: What do you think are the most popular holiday destinations

for Germans/Austrians/ the Swiss?

Information According to an ADAC report in 2003, the seven most popular holiday destinations

for Germans were Germany (29,4%), Italy (13.3%), Spain (13%), Austria (7.2%),

France (6.5%), Greece (5.9%), Turkey (5.3%).

If time permits Resource bank:Activity 5: A trip of a lifetime (p. 43).

Activity pack 2:Activity 5 (Have you ever ?)practises the present perfect and

past simple.


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22

Unit 5 Looking after yourself

Contents

Theme In Unit 5 students tell each other about some of the healthy and unhealthy aspects

of their life. They also talk about various health issues: fitness, diet, wellness,

smoking, back problems, stress, etc. and finally they choose healthy presents foreach other.

Listening People talk about things that they find stressful.

Conversation strategies Using question tags to keep a conversation going.

Vocabulary Exercise and fitness; Food and diet; Stress.

Tips and info

Focus on conversation get: Getis one of the most common words in spoken English. Encourage students

to start making a list of phrases with get.In Unit 5 students will come across the

following: get rid of (unwanted kilos), get fit, get a cup of coffee, get enough

exercise, get anxious, irritated, etc., get stuck in a traffic jam.

Words that sound similar in English and German: Students often find it difficult to

pronounce words in an English-sounding way when there is a close German

equivalent, e.g. aromatherapy, medicine, acupuncture, kilo. If this is the case inyour class, point out the correct pronunciation and word stress and get students

to repeat.

1 How healthy are you? Whole class and group work Start off the activity yourself, e.g. I walked home instead of taking the bus, I had

steak and chips for lunch, and get students to continue round the class. While students are ticking boxes and looking at the grammar reminder and the

Topic vocabularyon p. 70, write some ways of expressing agreement and

disagreement on the board and encourage students to use them in their

conversations.

Board So do/would I. Neither do/would I.

Oh, I do/ I would. Oh, I dont/ I wouldnt.

Language & culture

Option

You should treat the topic of Obesity(p. 70) with sensitivity. If you have someonewho is seriously overweight in your class, just ask students to read the text at

home. If not, ask some questions about the theme in class: Do you think there is a

similar problem in your country? Why/ Why not? Do people worry too much about

their weight?

2a What to say:

Using question tags

Individual and whole class Most students will probably already know something about question tags. If not,

ask students to look at the illustration on p. 26, write some examples of tags on the

board: Theyre fit, arent they? She doesnt smoke, does she? They have a lot of

energy, dont they?and refer to the note on the formation of tags. Working individually, students should complete the tags in the box. If your class is

unsure about the formation of question tags, do the first three or four with the

whole class.

Before playing the recording, write the following on the board:

Board You play tennis, dont you? You play tennis, dont you?

Read out the sentence, first with falling intonation and then with rising intonation

and ask students to repeat in chorus. Explain that a falling tone is used more often

in conversation. A rising tone is only used to ask a real question (when we dont

know or are unsure of the answer).

21 108 First listening: Students listen and correct any tags if necessary: isnt it?, does she?,

hasnt she?, was she?, wont you?, are you? Second listening: Students decide which question tag is the real question (She

doesnt come here very often, does she?). Ask individual students to read out the

tags using correct intonation.


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Lesson notes Unit 5

23

2b Is that right? Group work Students should work in the same groups as foractivity 1. Before students talk in groups, elicit some possible reactions to You love

chocolate, dont you?and You go to a fitness centre, dont you?, e.g. Yes, I do. I eat

far too much./ Yes, thats right. Two or three times a week.

3 Health issues

Option

Group work

You might like to do exercise 2b of Selfstudy 5on p. 29 here to give studentspractice in pronouncing some of the more difficult words that appear in the rest of

the unit. Give students five minutes to read the contents page and tick articles they would

find interesting. Students can look up the more difficult words in the Dictionaryon

pp. 94103.

Information Ayurvedais an ancient Indian holistic system of healing. Thalassotherapy

/T@'l{s@U, Ter@pi/ is a treatment that uses sea water and marine products.

Aromatherapyis a treatment that uses massage with pleasant smelling natural oils

to reduce pain and make you feel well. Chinese medicineis a kind of medicine that

uses herbs and acupuncture. Let students talk about which articles they would/wouldnt like to read for about

five minutes. Theyll have an opportunity to talk about health issues in more detail

in a moment.

Then brainstorm other topics that might be found in a health magazine, e.g. copingwith migraine, high and low blood pressure, becoming a vegetarianand write a list

on the board. If anyone mentions stress, tell students that theyll be talking about it

inactivity 4. Students should take it in turns to start off the conversation on one of the health

issues, either from the contents page or listed on the board. Circulate and give a

few examples of conversation starters if students are having problems, e.g. I suffer

from back pain now and again. My husband is a bad sleeper. Ive never been on a

diet. I bought a rowing machine a year ago and Ive never used it. When I was

pregnant I used to have very high blood pressure. I saw a TV programme about

acupuncture.

4 Stress: A modern-day

disease?

22 221

Whole class and pairwork Introduce the theme of stress by inviting individual students to recount one or two

incidents/ events that they have have found stressful over the past week. Listening: The conversation is in two parts. Play the two parts separately and ask

students some questions after each part: What do they find stressful? How do they

feel/react?Possible answers might be: 1) Being late for an appointment/ work.

They feel powerless. Its frustrating. They arrive feeling hot and stressed and need

a cup of coffee. 2) Using the Internet (too much information, slow Internet

connection). They feel irritated. One woman screamed. A husband hit the

computer. Students could look at the section on Stressin the Topic vocabularyon p. 70 now.

This will remind them of some useful adjectives before talking in class about how

being late for an appointment or using the Internet affects them and people they

know. If pairs finish the speaking activity quickly, give them some more items (loud

music, using the phone, watching the news, dealing with tax) and ask them to say

how stressful they find them.Option If you want further discussion on this theme, refer back to the heading of activity 4

and ask students if they think stress is a modern-day disease or not and why.

5 The ideal present Pairwork This is a fun activity to finish off the lesson. If

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