Leader Speak Sudent’s Book 1

Warm up

Try to imagine you are at a party and meet someone new

1. What would you like to know or ask when you meet a new person?
2. Make a few questions about some of the information you want to know

Main Activity

1. Look at the pictures and ask your friend for any information you want to know!
2. Are there any words that you still don’t know from the information you got from your friends?
3. Write down two questions for each of the six subjects with your partner. You can use the words in the middle for all subjects if you want.  for example, How old are you? How many brothers and sisters do you have?
4. Practice with your friends and compare your own answers to these questions.
5. Re-ask the question to other students and try to find someone who can give the same answer as yours!

Follow up

• Watch the video – https://youtu.be/DaDaZcBE8MQ
• Write down answers from the video that relate to a person’s experience or what is the most exciting or surprising piece of information heard from the video.
• Record the results of the answers in audio form.

Warm Up
Try asking your neighbors the following questions
1. When you were a child, was there anything about adults that you thought was strange or amusing?
2. Are there any ways that you see life differently now that you are older?
3. What is the most surprising or unexpected thing about the way your life has developed?

Main Activity
1. Talk to your friends about their lives and experiences.
2. Interview your friend using questions related to their life and experiences.
3. Ask what is the most interesting or surprising piece of information you heard from your friend.

A

In the beginning

1. What is your earliest memory?

As a child

2. What was your favourite room in the house where you grew up?
3. What was the name of a person you really admired when you were young?

Life experience
4. What is the most interesting place you have ever been?
5. What is the strangest thing you’ve ever seen or done?

Looking back on your life
6. What is the biggest success that you’ve had?
7. What was the biggest opportunity that you missed?

The present

8. Who do you most like spending time with?
9. What do you most enjoy doing?

Your future
10. What do you most want to change about yourself or your life in the future

B.

In the beginning
1. What was the first present you received?

As a child

2. What was the most interesting place in the neighbourhood where you lived as a child?
3. As a child, what was the first job you wanted to do when you grew up?

Life experience

4. Who was the most interesting person you ever met?
5. What is the most dangerous or frightening thing that ever happened to you?

Looking back on your life

6. What do you most regret doing?
7. What are you most proud of?

The present

8. Where do you spend most of your time?
9. What is your favourite thing that you own?

Your future
10. What is your biggest dream or ambidon?

Follow up

• Watch the video – https://youtu.be/430xhaEwfUw
• Write down answers from the video that relate to someone’s experience.
• Type answers directly on the web or on a piece of paper first.

Main activity
1. The students are going to play a game about families.
2. Check that they are all clear about the names of family members by writing them on the web:

Explain the game:

• Each person has a family tree with different faces.
• They ask each other about the people without faces. Say the example: Who does Kay look like?
• The teacher will describe the picture of the family member.
• Listen carefully to what the teacher says.
• Write the family member’s name or number if it matches the description.
• Check your answer to see whether it is correct

Follow up
– Write down one situation (problem)
– From the situation, type answers and suggestions for the problem
– Then record the suggestions that you have written

Warm up

1. Tell students that you are going to talk about how to help people with difficult situations.
Your neighbour throws rubbish in your garden. Ask several students in turn to tell you the problem and you reply with any of the following questions:

What would you like to do about that?
How do you feel about that?
Is there anything you can do about it?

Then get the students to reply, e.g.
STUDENT: My neighbour throws rubbish in my back garden.
TEACHER: How do you feel about that?
STUDENT: Angry

Ask students to dictate the questions to you, or write them up as blank lines with first letters to help students remember, filling in word by word,eg.

H_d_y_f_a_t_

with the questions this web, ask students how they help. Elicit that they do suggestions or advice, just help people to see how they feel.
ask students how they help. Elicit that they do not offer suggestions or advice, just help people to see how they feel.

2. Nowtell students they are going to hear two friends discussing the same problem. Ask students to write down any other questions they hear. Play the recording three times.
Check their answers, and write them on the board:

1. Is there anything you can do about it?
2. What would you like to happen?
3. How about asking them?
4. What would you like to do about that?
5. Why don’t you ask them round for coffee?
Ask which questions give advice 3 and 5). Explain that in English, advice is often inquestion form.
Elicit other forms of How about .? and Why don’t you … ?: What bout …?
and Why not …?

Main activity

1. Tell students that they are going to give advice on difficult situations. Put them in pairs and give out the role cards . Explain that they should use the information to tell their partner about their problem Their partner should ask helpful questions and give advice. Check that they understand the cards.
2. As an example, role-play just the start of A1 yourself, getting any Student B to respond
3. Tell them they should take it in turns to give advice. Ask Student A to start with A1.
4. Goaround helping them towards solutions.
5. Compare the different solutions to each of the six problems. Ask which solutions students think are the best.

follow up
– Write down one situation (problem)
– From this situation, type answers and suggestions for the problem, then collect the results of the answers in the form of a recording

Warm up

1. Explain that in Britain, most people do not work or go to school on a Saturday. Ask students how Saturday is different from Sunday and from Monday to Friday for them.
2 . Ask students what they and their family usually do at the weekends.

3. Ask what their favourite day is.

Main activity

1. Form a group with your friends and find out about a common Saturday for English families called Coxes. One part of the slide for each student in one group;
2. Look at the information and contents of anything they don’t understand.
3. Discuss the information you got and ask each other to complete the chart.

Follow up
• Each student in the group of four chooses one of the family members.
• Using their completed table they write a paragraph describing their Saturday.
• Students with the same characters get together in groups of three or four. They compare each other’s work and co-correct any mistakes together.

Warm up

1. Ask students what they do in their free time. Ask how many hours of the average day they spend doing it. Ask what they spend most of their time doing. Ask what they would like to spend more time doing. Use this to contrast present simple and would like to: I do this / I’d like to do that.
2. Ask them to imagine that they could change their life in some way. Ask them what they would change and what effect it would have. Tell them to talk about it with their neighbour.
   Check their ideas. Use this to practise second conditional: If I could change/do X, I’d do Y.
3. Ask them what they can actually do to change their situation. Tell them to think about it with their neighbour and help each other with suggestions if they can. Say OK, you know what you can change, but what are you going to change? Ask for some intentions.

Main activity

 Now                                                                                                     In  a Year

1. The students are going to do a ‘life-changing’ activity. Put yourself in pairs and doin the web.

2. Tell that you are going to interview each other about your and friends lives and make notes. Write their partner’s name and the date in the centre of the top chart. Do number 1 together as an example. Ask: How many hours a day do you spend ith your family? They can choose weekdays or the weekends. Tell the students to write down their partner’s information in section 1 of the chart. Then ask: What do you usually do during that time? Tell your partner. Again, ask the partners to make notes.

3. Then continue the interview for the other six aspects.Write partner’s name and the date a year from now in the centre of the second chart, go around the aspects again, making notes about possible and realistic changes they hope to make. Ask for some examples.

Follow up

• Students look at their own chart and choose the changes they honestly think they can make.
• Write a letter to themselves, dated today, describing the changes they are going to make.
• Put it somewhere where you will see it in a year. You could collect the letters and keep them as long as you can before giving them back

Warm up

1. Revise furniture and prepositions of place: ask students about what furniture is in each room in their house and where it is.
2. Ask about the colours of the walls, furniture, curtains, etc. and if they like them.

Main Activity

Listening

1. Students are going to hear some people looking at a house.
Students should listen and decide if the people like it.
2. Play the recording once. Check correct anwers.
3. Play the recording twice and make notes about the problems. Try to compare your answers with a neighbour. Then check again.

4. Explain that if British people can not sell their house, they sometimes ask a House Doctor for advice about what to change. Ask students to use their notes and talk with their neighbours for two minutes about advice for the owner of the house.
5. Listen to their ideas and elicit/revise language of suggestion/advice, e.g. You should…, Let’s Why don’t you? How about…?

Speaking
1. Tell students they are going to be House Doctors. Put them in pairs. look picture on the slide. Ask them to look at the furniture and help each other with unknown words.
2. If there are still any unknown words, ask other students before giving them yourself.
3. Pair a picture with a list of equipment items that must match the picture

Follow up
Imagine and describe the things in the house, do it in the form of a record

.

Warm up

1. Ask students about their hobbies and interests. Ask which need special facilities, and which they can do at home.
2. Tell them to imagine they were very rich and could have any facilities at home they wanted. What would they have? Give them a few minutes to talk with a neighbour..
3. Listen to their Ideas. Encourage comments and questions from other students.

Main activity

Reading

1. Tell students they are going to read about people’s dream homes. Put them in pairs and look ath the picture and the web. Tell them to look at the words in the box and ask their neighbours about any they do not know.
2. Ask if there are any words they still do not know. Ask other students to explain before explaining yourself.
3. Tell them to take turns reading the articles out to their partner, one by one, and then to decide together what the people are talking about.
4. Check their answers.

Speaking

Write this list table on the paper or web:

a. My top five.
b. Next five.
c. They are OK.
d. Thanks, but I’m not interested.

Explain that students should think what they would like in their dream home if they could have the things in the box on the Slide. The top five are the things they would like most; the next five are the five they would choose next. The last section is things they would not want at all. Ask students to work alone and complete the table. Then read the results of your work to your friend.

Follow Up

Watch the video
Write down answers from the video that relate to a dream your house
Record the results of the answers in audio form.

Warm Up
Ask students about their neighbourhoods and introduce vocabulary, e.g. Are there any schools, restaurants, parks? etc. Do you like your neighbourhood? Why / Why not?

Main activity

Listening

1. Tell them they are going to hear a woman talking about her neighbourhood.
   Are these things in her neighbourhood? Does she like them?
2. Tell them you will play the recording twice. Play the beginning: stop after it’s got a lot of good shops, and the people are very friendly.
3. Ask for answers to questions about shops. Write Yes, Yes next to shops.
4. Tell the students to answer the other questions. Play the recording twice.
5. Compare answers with a partner before you check them.

6. Tell them they are going to hear the same woman phoning about a flat.

7. Tell them they will hear the recording twice. Play it twice.

8. Tell them to compare answers with a partner before you check them. For question 4, ask Why / Why not?

Speaking

1. Put students into pairs. You could have them sit back-to-back to do the phone call.
2. Tell them they are going to have a phone conversation like the one on the recording, and you are going to give them information first, but they must not look at each other’s information.
3. Give out the role cards: one person has A and the other has B..
4. Tell them they have two minutes to study their card and underline anything they do not understand.
5. Move around the class explaining where necessary. Check very large classes all together to save time.
6. Tell them to start the conversation. Go around helping, but do not interrupt unless necessary.
7. When they have finished, tell better pairs to repeat it for the class.

Follow up

• Form a group consisting of A and B
• What do you like? Is there anything you’d like to change?
• Collect the results of the answers that you changed in the form of a record

Warm up

1. Ask the class about the neighbourhood around the school, e.g. Are there any schools, restaurants, parks? How many shops, cafés are there? Use this to revise any words from the Key language and to teach any new words.
2. Ask what has changed in this neighbourhood.
   Put students in pairs. Tell them to describe their home neighbourhoods to each other and include any changes they know about or have heard about.

Main activity

Speaking

1. To look on the slide , one person has slide A; the other has slide B. Tell them they must not look at each other’s slide.
2. Tell them to talk about their pictures and find four main changes that have happened in each.
3. Check their answers. With strong classes you can do this as a dictation, but include wrong information and tell them to correct it.

Listening

1. Tell the students that they are going to hear a radio interview about Wellham, and they will hear the interview twice. Tell them to make notes on what people think about the changes.
2. Play the interview twice.
3. Tell them to compare their notes with a partner before checking their answers.
4. Ask how many people spoke to the reporter, and who they were.

Follow up

• Ask students for their opinions on the comments made by the speakers. Are they sensible comments?
• Put two pairs together into groups of four.
• Tell students to look at all the pictures, and discuss the changes in both towns. Tell them they have ten minutes to decide which changes are good, which are bad, and why.
• Go around helping where necessary, and listening for interesting comments
• Ask the better groups to explain their ideas to the class

Warm up

1. Ask students if they stay in hotels on holiday, or on business. Ask them about the best hotel they stayed in.
2. Ask what information they need to know before they choose a hotel. Give them two minutes to talk about it with their neighbour. Tell them to make a list.
3. Write their ideas on the web. Elicit any key vocabulary that they do not mention: meals: breakfast, lunch, dinner, single room, double room; charge; location.

Main activity

1. Explain that half the class are going to be tourists looking for a hotel. The other half are going to be hotel workers. They are going to have a phone conversation.
2. Put students into groups of four. One card to each student in the group. Tell them to look at their own card and ask you about anything they do not understand

HOTEL WORKER: Hello. XXX Hotel.
TOURIST: Hello. I’m looking for rooms. I’d like…

3. Explain this is how to start the conversation. The tourist should tell the hotel worker what they want and find out the information they need. Check that students understand.

4. Tell the tourists that they should phone both hotels and then decide which is better for them. Ask the tourists to put up their hands, and then ask the hotel workers to put up their hands, so students know who is who. Tell them to find a partner within their group of four
5. Ask them to make the phone call. You could tell the tourists to sit back-to-back with a hotel worker to make the call.
6. Ask tourists to change partners in their group, and with the other hotel worker
7. Tell them to make the phone call
8. Ask students to exchange information so that the tourists are now hotel workers and hotel workers are now tourists
9. Repeat steps 4 to 7.
Ask students which hotel was better for them as tourists and why
Let the group see all four role cards together and ask them if they think they chose the better hotel for them.

Follow up

• Watch the video https://youtu.be/zKeIMFMlae0
• Then answer questions about hotel bookings (the teacher will provide a list of questions)
• Record the results of the answers in audio form.

Warm up

1. Ask students where they go on holiday and what they like to do.
2. Ask what they think most people like to do on holiday.

Listening

1. Play the recording twice, and then ask if they want to hear it again.
2. Check your answers correctly!

Speaking

1. Students are going to do the survey from the TV programme. They are going to ask other students about their holidays. Put them in pairs.
2. Ask them to look at their section and ask about anything they do not understand.
3. Tell the pairs they are going to work apart and ask five different people. They should write the names and take notes about the answers.
4. Go around the class helping and noting interesting answers.

SECTION A

What did most people answer for questions 1-4?

What were the most interesting answers for questions 5 and 6?

SECTION B

What did most people answer for question 1?

What were the most interesting answers for questions 2-7?

5. Tell them to go back to their partner and exchange information.

6. Choose a pair and ask them to tell the class what their partner said. For information like ‘most people said’, ask other pairs if they got the same results. For the ‘most interesting’ information, get examples from other pairs.

Follow up

Interview your friends or family members and ask them what vacation experiences they enjoyed the most.
Use existing questions.

Warm up
1. Put the students into groups of three. Check each group has a dictionary.

food/drink ways of making food/drink

2. Tell the students to write them.
3. Tell the students this is a competition. You are going to write 20 words on the picture and their team must work together to write the words in the correct list as fast as they can. Tell them to shout ‘Finished!’ when they finish.

4. When the winners finish, stop the other teams. Ask the winners which list each word goes in and write the words in the lists. Check everyone understands the meanings, asking the winners to explain any unknown words.

Main activity

Demonstration

1. Mime making a fried egg sandwich, giving instructions as you do it. Say; Take some bread. Slice it. Cut two slices. Butter it. Spread butter on both slices. Take two eggs. Break them into a dish. Beat the eggs. Add a little salt and pepper. Stir the eggs. Take a frying pan. Pour in a little oil. Heat the pan. Pour the eggs into the pan and fry them. Put the fried eggs on the bread. Put the other slice on top.
2. Mime eating the sandwich. Ask the class what you are eating.
   Ask the winners to come to the front. Repeat the instructions. Tell them to act out the instructions as you speak.
3. Then tell them to repeat the instructions to the class. Help where necessary. Tell the class to mime the actions.

Speaking

1. Give out the sets of recipes to the groups; each member has one recipe. Tell them not to look at each other’s or tell their partners the name of their recipe.
2. Ask who has recipe A. Tell those students to give instructions to the team member on their left. Tell t member on the left to act out the instructions. Tell the other team member to guess the recipe. If they can not guess, tell students to repeat the instructions and actions again.
3. When they have finished, tell the students who acted last time to give instructions for their recipe to the person on their left, the person on the left to act them out, and the other team member to guess the recipe
4. Repeat until everyone has had a go instructing, acting and guessing

Follow up

• Watch the recipe video
• Find a recipe and write it down in a notebook
• Practice the recipe as if you were making it and record in audio form.

Warm Up

1. Ask if any students or their friends are vegetarian, or if they know any vegetarians. Do they eat any kinds of meat? Do they eat fish?
2. Ask if they or their friends are allergic to any food. If any students do not know the meaning, ask another student to explain, or explain it yourself.
3. Ask if they or their friends can not eat or drink anything because of their religion. You could mention that Jews and Muslims, for example, do not eat pork, or that Hindus do not eat beef.

Main activity

Listening

1. Tell the students to read the menu without dictionaries and write any words they do not know.
   When they have finished, tell them to talk with their neighbours and explain eh other’s underlined words if they can.
2. Ask if there are any words they still do not know, and invite other students to explain before you give the mearings yourself.
3. Tell students they are going to hear six different people choosing from the menu, and that they must match the speakers with characters listed in question 2. Ask students to read the descriptions of the people and check that they understand.
4. Play the recording twice, and then ask if students want to hear it again.

Speaking

1. Put students in groups of four.
2. Tell them they are customers in the restaurant, but they must pretend that they are one of the characters from the list in question 2. Tell them they must not tell their partner which character they are. They must talk together about the menu and decide what to order. They should suggest dishes to each other and offer to share dishes. They must guess their partner’s character after they decide what to order.
3. As they talk, you can go around pretending to be a waiter/waitress, making recommendations about the dishes on the menu.
4. After the first game, ask how many students guessed their partner’s character. Remind them they should try to find out by suggesting dishes to each other and offering to share. Play the game again with students pretending to be different characters from the list. Students could change partners for each new game.

Follow up

In pairs, students write down three new meals, each with a starter, main course, side dish, dessert and drink, using the menu or their own ideas for dishes. Each meal must be impossible for one of the characters to eat. Pairs then exchange notes with another pair and decide which characters can not eat which meal.