Leaders Speak 1 teachers’ book

Warm  up

1 Tell  students to imagine they are at a party and to imagine that they meet someone new. Ask what information they want to know about the person. Write their ideas on the board.

2 Use their ideas to check/revise making questions. Help them to  make some questions about some of the information they wanted  to know.

Main activity

1 Tell students they are going to find out about the other people in the class. Put them in pairs and give out the photocopies. Tell them to look at the words and ask their partner about any they do not know.

2 Ask if there are any words that they still do not know. Ask other students to explain them before giving the meaning yourself.

3 Explain that they should work with their partner and help each other to write two questions for each of the six subjects. They can use the words with each subject for help, or other words if they want. They can use the words in the middle for all the subjects if they want. Explain that they can avoid any information if they wish. Do an example or two together on the board, e.g.

How  old are you?

How  many  brothers  and  sisters  have  you got?

4 Go around giving help and checking that their questions are correct.

5  Ask them to talk with their partner and compare their own answers  to the questions.

6  Ask them to stand up, and tell them that they should go around the class asking other students their questions. For each question, they should try to find someone who gives a similar answer to their own. Tell them to make notes about the answers they get.

7 Check their results. Ask if anyone found a person with similar answers. Ask if there were any questions that no one answered in a similar way. Ask if they got any surprising answers.

Follow up

• Individually, students write answers to their own 12 questions on  a sheet of paper. They must write full sentences to make the information clear, e. g. When is your birthday? My birthday is on  14 May.
• They sign the sheet – not with their name, but with a key word they will remember easily.
• Exchange the sheets around the class. In pairs students try to identify the people from their answers. They keep a list of the key words and their guesses.
• Collect in the sheets and say the key word, hear the class’s guesses, and then check the real identity.

Warm up

1 On the board, write 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?

Ask students to talk with their neighbours about the questions.

2 Take the questions one by one and ask students if their neighbours had any interesting answers. Encourage comments and questions from the class.

Main activity

1 Tell students that they are going to talk to each other about their lives and experiences. Put them in pairs and give out the photocopies, making sure that both partners have the same sheets: Student A with Student A, and Student B with Student B.

2 Ask students to interview each other using the questions. Explain that they should write a short title for each of their partner’s answers in the correct place on the life map. The titles should be short-just enough to allow them to remember their answer. Tell them to help each other with words they do not understand and ask you if there is anything they are not sure about. Reassure students that they do not have to answer any questions they do not want to. You could teach the phrase I’d rather not say or I’d rather not talk about that.

3 When they have finished, ask them to exchange sheets, so they each have the map of their own life. Tell them to check they understand the titles given by their partners. Students then tear off the questions and keep the map of their life.

4 Ask students to find a new partner with the opposite sheet: Student A with Student B. Tell them to exchange their life maps. Explain that the map contains different information about different things for each student. Tell them to ask each other questions about the titles on their partner’s map and find out what they mean.

5 Ask what was the most interesting or surprising information they heard from their partner. Encourage comments and questions from the class.

Follow up

• In pairs, students use the headings from the question sheets and write a list of ten other questions.
• Pairs exchange their sheets with another pair. They then talk with their partner about the new questions they have been given.
• Ask what was the most interesting or surprising information they heard from their partner. Encourage comments and questions from the class.

Warm up

1  Ask students how they are different from the other people in their family.

2  Ask how they are similar to other people in their family.

3  Ask if they look like their parents or other family members in any way. Use this to practice the question Who do you look like? Teach the expression I‘ve got my mum‘s eyes, and get students to use it in a few examples about their own family,  e.g. My sister has got my dad‘s nose. Explain that we also use it to compare people with other family members like aunts, uncles, brothers and sisters.

Main activity

1  Tell students they are going to play a game about families. Put them in pairs and give out the photocopies:  A to one and B to the other. Tell  them not to look at each other’s sheets.

2  Check that they are all clear about the names of family members by writing them on the board:

mother                                 father

sister                                     brother

grandmother                       grandfather

aunt                                       uncle

niece                                     nephew

cousin

Then ask questions about the relations between the people on their photocopies, e.g.  Ken is  Gina‘s . . . and ask them to finish your sentences.

3   Explain the game:

• Each person has a family tree with different faces missing.
• They ask each other about the people without faces. Say the example:  Who does Kay look like?
• The other student describes the person, but they must not say the other people’s names; they must use the word for the family member. Say the example: Kay‘s got her mother‘s mouth. Get students to say other sentences about Kay in the same way.
• As their partner describes the people, they must draw their faces onto the family tree.
• When they have described and drawn all six people, they can look at each other’s sheets to check if they are correct.

4  Choose one of the people on the photocopy, but don’t tell students the name. Instead, tell them to guess who you are describing. Describe the person.

5  Ask them to do the same with their partners. They describe a person so that their partner can guess who it is. Tell them to take turns and keep score of how many they guess right.

6  Ask how many they guessed and find out who guessed most.

Follow up

• Students write a short paragraph about how they are similar, in their looks and in other ways, to the rest of their family.

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, e g.

H_ d_ y_ f_ a_ t_?

With the questions on the board, ask students how they help. Elicit that they do not offer suggestions or advice,  just help people to see how they feel.

2. Now tell 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 in question form. Elicit other forms of How about   .? and Why don‘t you  … ?: What about  …? 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   Go around 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

• In pairs, students invent other difficult family situations and write short descriptions of them. Encourage them to think of unusual or humorous ones.
• Circulate them around the class so that other pairs can write advice on underneath. Encourage them to make it unusual or humorous.
• The pairs look at the advice given for their problem an report to the class  on the most useful, interesting, amusing, etc.

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   Tell students they are going to find out about a usual Saturday for an English family called the Coxes. Put them into groups of four. Give out the photocopies, one section to each student in a group; and tell them they must not look at each other’s.

2   Ask them to look at their information and underline anything they do not understand. While they are reading their photocopies, draw the following chart on the board.:

Tom Cox                  Rita   Cox              Lucy  Cox                Carl  Cox

get up

breakfast

morning

lunch

afternoon

dinner

evening

go to  bed

3   Explain anything they do not understand. Tell them that each person has different information, but together they have got all the information in the chart on the board. They should talk about the information they have got and ask each other questions to complete the chart. Ask them to copy the chart into their notebooks before they begin.

4   Ask if they need any more time. Check their answers and write the information on the board. Ask if everyone agrees as you go along. If there is any information they have missed, do not give the answer but direct them to the relevant picture on their photocopies and elicit the answers.

5   Let students see each other’s photocopies and ask you any final questions about them.

Follow up

• Each student in the group of four chooses one of the family members.
• Using their completed table and without referring to the photocopies, 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

1   Tell students they are going to do a ‘life-changing’ activity. Put them in pairs and give out the photocopies. Ask them to look at the seven aspects of life and check they understand them.

2   Tell them that they are going to interview each other about their lives and make notes. Ask them to 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 with 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   Tell them to continue the interview for the other six aspects.

4   When they have finished, ask them to look at their charts together and talk  about how they would like their lives to be different in a year from now. Tell them to write their partner’s name and the date a year from now in the centre of the second chart, and go around the aspects again, making notes about possible and realistic changes they hope to make.

5   Ask for some examples.

Follow up

• Students look at their own chart and choose the changes they honestly think they can make.
• They write a letter to themselves, dated today, describing the changes they are going to make.
• Tell them to put it somewhere where they 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 f they  like  them.

Main activity

Listening

1     Explain  English  people usually go to an estate  agent to buy a  house.  The estate  agent shows them  houses.  Tell  students they 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 students’ answers.

3   Write on the board:

What are the problems with the room?      living room    dining room   kitchen

Tell the students to listen again and makes notes about the problems. Play the recording twice.

4   Ask them to compare their answers with neighbour. Then check them.

5   Explain that if British people ca 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.

6   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. Give out the photocopies. 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 your self.

3   Write  on the board

Tell them Student A is the House Doctor and Student B wants help. Explain that they should look at Student B’s plan and talk about the questions on the board. Student B makes suggestions, but Student A decides what to do and draws the things onto B’s plan.

4   Tell them Student B is now the House Doctor, and they should do the same with As plan.

5   Put two pairs together into groups of four. Tell them to look at each other’s plans and explain their ideas.

6   Tell the As to choose the best plan A in their group, and the Bs to choose the  best plan B.

7    Listen to ideas about why they chose which plan and encourage comments.

Follow up

• Put students into new pairs:  AA and BB. Tell them not to look at each other’s plans. Give students new photocopies so they have a clean version and their completed plan.
• Students describe their plans and their partner completes their new photocopy.
• They compare plans and see how correct they are.

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 give out the photocopies. 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.

Answer key

Svetlana; ballroom. Rajit; workshop, Amanda; field, Ali: tower, Chris: greenhouse, Sandy: recording studio

Speaking

1       Draw this table on the  board:

My top five.           Next five.           They are OK.           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 photocopy. 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.

2   Ask them to compare what they chose with their partners and explain why. Give them five minutes.

3   Ask if any of their partner’s choices were surprising and why. Invite comments and questions from other students.

4   Tell them that together they can choose six things from the box, and they must agree which six to choose. Tell them they should try to do two things; write them on the board:

• Agree to let your partner have something they want if they’ll let you have something you want.

• Think of different uses for things, so that you can both use them in different ways.

Give  them ten  minutes.

5   Ask if anyone got everything they wanted. Ask what things they were able to  agree about. Ask what different uses they thought of for things. Invite comments and questions from other students.

Follow up

• Pairs discuss their ideas for a dream home with anything they want.
• They draw up a design for their perfect home with plans, labels and sentences giving short descriptions or explanations of important details.
• Display or circulate the designs for the class to see and ask questions about.
• Vote to choose the best design.

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

2   On the board write:

Are these things in her neighbourhood?       Does she like them?

shops

cafe

restaurant

sports centre

car park

cinema

bus stop

swimming pool

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   Tell them to compare answers with a partner before you check them.

6   Tell them they are going to hear the same woman phoning about a flat.  On the board, write:

1  What’s her name?                                   3 What’s she going to do on Saturday?

2 Write down the places she asks about.      4 Will she rent the 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. Move around the class explaining where necessary. Check very large classes all together to save time.

5   Tell them to start the conversation. Go around helping, but do not interrupt unless necessary.

6   When they have finished, tell better pairs to repeat it for the class.

Follow up

• Ask students if they like  the neighbourhood.
• In groups, they say what they want in the neighbourhood and add things to their maps.
• Pass the altered maps around the class or put the maps on the wall for comparison.

Warm up

1   Ask the class about the neighbourhood around the school, e.g. Are there any schools, restaurants, parks? How many shops, cafes 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.

3   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   Give out the photocopies to the pairs: one person has photocopy A; the other has photocopy B. Tell them they must not look at each other’s photocopies

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.

5    Ask what the people say.

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 board. 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. Give out the photocopies, 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

3   On the board, write:

HOTEL WORKER: Hello. XXX Hotel.

TOURIST: Hello. I’m looking for rooms. I’d like…

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 sit with the other hotel worker.

7   Tell them to make the phone call.

8   Ask students to exchange photocopies so that the tourists are now hotel workers and hotel workers are now tourists.

9   Repeat steps 4 to 7.

10   Ask students which hotel was better for them as tourists and why.

11   Let the group see all  four role cards together and ask them if they think  they chose the better hotel for them.

Follow up

• In the groups of four, two students work together with the hotel worker role cards, and they change the information on the cards in any way they want and add more information. The other two students work together with the tourist role cards, and they change and add to their information.
• Each student has a role card and the tourists make two phone calls to the hotels and choose the better one for them.
• You can have students exchange the role cards and repeat if there is time.

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.

Main activity

Listening

1   Tell students they are going to hear a TV programme about holidays. Ask them to answer the questions you write on the board:

2   Play the recording twice, and then ask if they want to hear it again.

3   Tell them to compare their answers with their neighbour before checking them.

Speaking

1   Tell them they are going to do the survey from the TV programme. They are going to ask other students about their holidays. Put them in pairs and give out the photocopied sections.

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.

5   On the board, write:

SECTION A

What did most people answer for questions 1-4?

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

SECTIONB

What did most people answer for question 1?

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

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

Put section A students together and section B students together in groups of four.

They put their information together to make a poster:

Section A students use charts or graphs to show their information, e.g. where most people go and what they do on holiday. They also choose the two most interesting pieces of personal information and write a short description.

Section B students use charts or graphs to show their information, e.g. how often people travel, how many places people have visited, the most popular foreign countries. They also choose the two most interesting pieces of personal information and write a short description.

Warm  up

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

On the board write the headings: food/drink    ways of making food/drink

Tell the students to copy them.

Tell the students this is a competition. You are going to write 20 words on the board 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.

2    Write  the  words  and  headings  below  on the  board: