Real Lives Real Listening Elementary Teachers

Real Lives, Real Listening: Elementary
Teacher!s Notes

Teacher!s Notes
Introduction
Aims
The main aim of the Real Lives, Real Listening series is to provide busy teachers with ready-
made listening materials which will effectively train, rather than just test, their students in
listening. A parallel aim is to boost students’ confidence in their listening skills by exposing
them to authentic texts. A further aim is to introduce students to the grammatical structures
and lexis which are typically used in spoken English.
The series reflects the latest academic theories on the process of decoding listening input and
the importance of authentic listening practice in language acquisition. The series also reflects
our new awareness of the huge differences between spoken and written English highlighted
by recent research on spoken English corpora.
Authenticity
Unlike the listening texts typically found in coursebooks, each text in Real Lives, Real
Listening is 100% unscripted. This means that students are exposed to the features of spoken
English which they encounter outside the classroom and generally find so daunting. These
features include assimilation, elision, linking, hesitations, false starts, redundancy and
colloquial expressions.
The Real Lives, Real Listening series is carefully designed to include both native and near-
fluent non-native English speakers, reflecting the fact that most of the English which is
spoken these days is between non-native speakers of English.
Content
The series is at 3 levels: Elementary (A2), Intermediate (B1–B2) and Advanced
(B2–C1), with 15 units for each level.
The books are divided into three sections: My Family, A Typical Day and A Place I Know
Well. There are five units in each section. The first three contain a wide variety of focused
exercises from which the teacher can make a selection, depending on the needs of their
students. These units are graded in terms of difficulty, from easier to more challenging.
The final two units in each section are for revision purposes. Here the speakers recycle,
naturally, the lexis and grammatical structures found in the previous three units. Each unit
contains verbatim transcripts and useful glossaries.
Extensive piloting of these materials has shown that students at all levels experience a huge
sense of achievement when they find they can actually understand a native or competent non-
native speaker talking at a natural speed. The Real Lives, Real Listening series provides them
with that opportunity.
© HarperCollins Publishers Ltd 2013. www.collinselt.com 1
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Teacher!s Notes
Unit 1 – Jackie
1 Pre-Listening Comprehension
Introduction to Jackie
This is an interview with Jackie talking about her family. Jackie originally comes from
Cardiff in South Wales, but she has lived in Carlyon Bay in Cornwall for over 30 years. Her
accent is predominantly South Welsh with a Cornish lilt.
Key lexis
Teach the students the following lexical items or elicit their meanings:
• a fractured hip (and other bones) – 'fracture' means broken. The hip is the joint which
connects the leg to the upper part of the body.
• to get engaged/married – to get engaged is to agree formally to marry; to get married is to
unite two people together in a formal ceremony
• relations/relatives – A relative is a person in your family connected by blood or marriage.
• retired – A retired person is someone who has finished their working life.
• plants – a living thing which typically grows in earth and has roots, leaves, a stem and
flowers and which produces seeds
Normalisation – sentence stress (T2–T7)

This exercise is designed to help your students get used to Jackie’s voice.
Stressed words are the most important in spoken English because they carry the most
meaning. Ask your students to underline the words they expect Jackie to stress in the
following extracts, then listen to check their answers.
(T2) 1. I’ve still got a dad that lives in Cardiff.
(T3) 2. she’s been in hospital as well
(T4) 3. don’t see them as often as we’d like
(T5) 4. We’ve got quite a nice life.
(T6) 5. We can travel a bit.
(T7) 6. She’s been out there for 30 years...
2 Listening Comprehension
Introduction
Give your students the exercises and ask them to predict the answers before they listen, based
on their own assumptions. Play the extracts as many times as the students want to listen to
them. The students can do the exercises in pairs, groups or alone.
After they have listened enough, check the answers. If students have got an answer wrong, try
to identify where understanding broke down by replaying the relevant parts of the listening
text and, if necessary, repeating the words by referring to your transcript.
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Teacher!s Notes
A. Part 1 – Ticking boxes (T8)

Ask your students to tick the correct box.
1. Jackie’s father is 74 ! 48 ! 84 ".
2. Jackie looks after a(n) elderly aunt ! uncle ! cousin ".
3. Jackie has two boys " two girls ! a boy and a girl !.
4. Her children work in Cardiff ! London " Hampshire !.
5. One works for easyJet.com ! lastminute.com " eBay.com !.
6. Jackie works part-time " full-time !.
B. Part 2 – Ticking boxes (T9)

1. Brian likes ______ trees.
! apple ! fir " palm
2. He likes plants from ______.

! Austria " Australia ! Ostend
3. He builds ______.
! houses ! planes " trains.
4. Jackie’s sister has ______.

! two boys " two girls
3 Interesting Language Points

You may wish to point out the interesting language points included in this section to your
students.
After you have presented a language point, ask your students to suggest their own
examples. This will help them to remember these points and make appropriate use of them.
4 Further Listening Practice

A. Hearing the sounds of English 1 (T10)
It’s very important for students to be able to discriminate sounds in spoken English, especially
when the difference between similar sounds is minimal.
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Teacher!s Notes
The first words in these minimal pairs are words that Jackie used in the interview. You may
wish to give definitions of the second words, but this is not necessary as you can explain to
your students that the emphasis here is on the sounds of English, and not on vocabulary.
Ask your students to listen and repeat each minimal pair after the speaker.
live/leave been/bin
still/steal hip/heap
look/Luke side/site
B. Discriminating between minimal pairs of sounds 1 (T11)

Ask your students to listen and tick the boxes under the numbers which correspond to the
words they hear.
1 1 2 3 4 5
live # #
leave # # #
2 1 2 3 4 5
still # # #
steal # #
3 1 2 3 4 5
look # #
Luke # # #
4 1 2 3 4 5
been # # #
bin # #
5 1 2 3 4 5
hip # # #
heap # #
6 1 2 3 4 5
side # # #
site # #
C. Recognising individual words in a stream of speech 1 – weak forms (T12)

Explain to your students that words in informal spoken English are often very different from
the citation form found in dictionaries. For example, ‘from’ changes to ‘frum’, ‘been’
changes to ‘bin’ and ‘to’ changes to ‘te’.
This gap-fill consists of excerpts from the interview and contains words which your students
should know, but may have problems recognising in a stream of speech.
Before they listen to the following excerpts, ask them to try to fill in the missing words. Then
play the track so that they can check their answers.
1. Well, I’m originally from Cardiff.
2. I’ve still got a dad that lives in Cardiff.
3. He’s 84 and we try and get up and see him as much as possible um, especially at the
moment...
4. he’s just been into hospital for a couple of weeks, but he’s out now and seems to be OK
5. she’s been in hospital as well
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Teacher!s Notes
6. he works in the centre of London

7. working for lastminute.com
8. so I’ve got a prospective daughter-in-law as well, which will be lovely
9. I work part-time at the local college, mainly May and June...
10. he’s retired as well
11. we can travel a bit
12. She’s been out there for 30 years, so I thought, thought it was time to go!
D. Recognising individual words in a stream of speech 2 - linking (T13–T14)

Draw your students’ attention to the fact that when a word ends in a consonant in spoken
English and the next word begins with a vowel, the end of the first word will often link with
the start of the second word.
(T13)
Example: I’m_originally from Cardiff. I now live_in Cornwall, which_ is a long way from
Cardiff.
Ask your students to mark where they think linking will take place in the following excerpts
from the interview before they listen and check their answers.
(T14)
1. but he’s_out now and seems to be OK
2. I’ve still got a dad that lives_in Cardiff.
3. I have a, an_elderly cousin that I look_after...
4. she’s been_in hospital as well
5. one is married and lives_in London and he works_in the centre of London
6. He likes gardening and er, grows_orchids...
7. He likes palm trees_and er, plants from South Africa and Australia.
E. !er! for pauses (T15)

Explain to your students that when people are talking they often say ‘er’ while they are giving
themselves time to think about what they are going to say next. This can be confusing for
students because ‘er’ sounds like ‘a’.
Ask what sounds the students make in their own languages when they are pausing.
Play the following excerpts and ask your students to mark where Jackie uses ‘er’:
1. and he works in the centre of London er, dealing with…
2. and my younger son er, lives in Hampshire
3. working for lastminute.com er, as their marketing and media man
4. No, he’s retired as well. Er, he likes gardening and er, grows orchids.
F. Recognising individual words in a stream of speech 3 – elision (T16)

When speaking quickly in English, people often miss out individual sounds at the ends of
words – a process known as elision. For example, a speaker will say las’ night instead of last
night, jus’ got here instead of just got here, or trie’ to instead of tried to.
Ask your students to fill in the missing words in these extracts, all of which have been
affected by elision.
1. he’s just been into hospital for a couple of weeks
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Teacher!s Notes
2. working for lastminute.com

3. and the one in Hampshire has now just got engaged
4. I work part-time at the local college...
5. he’s gone very exotic in his plant life down here
6. we’ve got quite a nice life
7. we can travel a bit and went to Australia last year
8. It’s the first time I’ve ever been out there.
G Hearing the sounds of English 2 (T17)

As with Exercise A, ask your students to listen and repeat each minimal pair after the speaker.
rest/west palm/balm
loves/leaves time/dime
life/live bit/bid
H. Discriminating between minimal pairs of sounds 2 (T18)

Ask your students to tick the boxes under the numbers which correspond to the words they
hear.
1 1 2 3 4 5
rest # #
west # # #
2 1 2 3 4 5
loves # #
leaves # # #
3 1 2 3 4 5
life # #
live # # #
4 1 2 3 4 5
palm # # #
balm # #
5 1 2 3 4 5
time # # #
dime # #
6 1 2 3 4 5
bit # # #
bid # #
I. Recognising individual words in a stream of speech 4 – dictation (T19–T28)

It is very difficult for students to distinguish the separate words in a stream of spoken English.
Play these excerpts from Jackie’s interview and ask your students, ideally in pairs, to
transcribe them. If your students need more help you can dictate the excerpts yourself more
slowly.
(T19) 1. he’s just been into hospital for a couple of weeks
(T20) 2. but he’s out now and seems to be OK
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Teacher!s Notes
(T21) 3. she’s been in hospital as well

(T22) 4. but she’s come out now
(T23) 5. on the younger side I’ve got two sons
(T24) 6. one is married and lives in London
(T25) 7. he works in the centre of London
(T26) 8. I work part-time at the local college...
(T27) 9. we’ve got quite a nice life
(T28) 10. She’s been out there for 30 years...
J. Contractions (T29)
Contractions are common in informal spoken and written English, such as two friends
chatting, emails between friends, and so on, but not in more formal English such as lectures,
speeches and letters to companies.
The following contractions appear in the interview:
he has/he is – he’s it is – it’s
I am – I’m she has – she’s
I have – I’ve we have – we’ve
Ask your students to look at the following excerpts from the interview and put in the
appropriate contractions. Then ask them to listen to check their answers.
1. Well, I’m originally from Cardiff...
2. I’ve still got a dad that lives in Cardiff. He’s 84...
3. Um, she’s been in hospital as well...
4. we’ve got quite a nice life
5. It’s the first time I’ve ever been out there.
6. She’s been out there for 30 years...
7. he’s just been into hospital for a couple of weeks
8. on the younger side I’ve got two sons
9. he’s now working in London
5 Further Language Development

A. Gap-fill (T30)
This is a revision exercise. Your students will probably be able to complete it correctly, even
without hearing the extract again. Give them a few minutes to try to predict the missing words
before they listen. The missing words are listed in the box to help them.
Interviewer: Does your husband still work?
Jackie: No, he’s retired as well. Er, he (1) likes gardening and er, grows orchids and
loves… he’s gone very exotic in his plant life down here. He likes palm
(2) trees and er, plants (3) from South Africa and Australia. And he also likes
engines, trains, steam trains and he builds them! When he’s, when he’s got
(4) time he builds them. But yes, we’ve got quite a nice life and, as I said,
because I (5) work part-time we can, we can travel a bit and went to Australia
last (6) year to visit my sister who (7) lives out there. And she’s got two
(8) daughters er, so we’ve had a good time with them and er, seen how she
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Teacher!s Notes
lives. It’s the (9) first time I’ve ever been out there. She’s been out there for 30
(10) years so I thought, thought it was time to go!
B. Extension exercise
Ask your students to fill in the blanks with words they heard during Jackie’s interview. The
words are listed in the box to help them.
1. The house I live in is a long way from the train station.
2. We try to study as much as possible.
3. I am very happy at the moment.
4. Sam is in hospital with a broken arm.
5. We are going on holiday for a couple of weeks on 5th September.
6. My son has a cat, but I’m the person who looks after it.
7. My grandson works in a bank.
8. We don’t go the gym as often as we’d like.
9. My sister got engaged last week. She’s getting married next year.
10. On Sundays we normally visit friends or relations.
11. My father is retired now, but he was a teacher for nearly 40 years.
12. My friend grows tomatoes, potatoes and spinach in her garden.
13. Can you water my plants for me next week?
14. This is the first time I’ve been to India.
15. I think it’s time to go – I’m very tired.
C. Present simple and present continuous

We looked earlier at Jackie’s use of the present simple and continuous. Ask your students to
put the verbs in brackets into the appropriate tense.
1. We (like) like our flat, but (try) are trying to find somewhere bigger so that we can start
a family.
2. Thanks for phoning, but I (have) am having lunch with an old friend from school. Can I
call you back?
3. I usually (visit) visit my grandmother on Sundays, so can we make it another day?
4. My father never (leave) leaves the house without checking that all the windows are shut.
5. I (study) am studying economics this semester, as well as politics and history, so I’m
really busy
6. My best friend (stay) is staying with us for a few days which is really nice.
7. My next-door-neighbour (take) takes his dog for a walk at seven o’clock every morning,
even at the weekend.
D. Prepositions and adverbs

Ask your students to put the correct prepositions or adverbs in these sentences which are
based on the interview. Some of them are used more than once.
1. I know I’ve got a Birmingham accent now, but I originally come from Bristol.
2. Whereabouts in London do you live?
3. I’m feeling a bit stressed at the moment because of my exams.
4. We’re going to Greece for two weeks at the end of August.
5. Could you look after my cat while we’re away?
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Teacher!s Notes
6. Have you heard? Anne’s in hospital with a broken leg!

7. Do you live in the centre of Boston?
8. My brother works for a company that makes saucepans.
9. I’m starting an art course next week at the local college.
10. My parents went to Paris for their anniversary.
11. Did you have a good time with Daniel on Saturday?
E. Transformations
Ask your students to change the word in each bracket which Jackie used in her interview to
form a word which fits the gap.
1. What subject are you (student) studying at university?
2. What was (live) life like in the 1970s?
3. Looking forward to (see) seeing you next week!
4. Could I (possible) possibly have next Friday off?
5. I only wear this necklace on (especially) special occasions.
6. I am the (younger) youngest student in the class by three days.
7. What’s the (mostly) most you’ve ever paid for a holiday?
8. Everyone in my class is very (friends) friendly.
9. What’s that big (builds) building over there? It looks like a theatre.
10. Because we live near the sea we get lots of (visit) visitors in the summer.
6 Transcript (T31)
You may now wish to give your students the transcript of the interview.
Before you play the interview again and ask the students to follow it with the transcript,
encourage them to ask you for the meanings of unknown words or phrases. Suggest that,
wherever possible, they work out the meanings from the context.
Key words and phrases are numbered and highlighted and then explained after the transcript.
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Teacher!s Notes
Unit 2 – Micky
Introduction to Micky
Micky has lived and worked in east London for most of his life and he has a strong London
accent. For many years he worked as a legal executive, but he currently runs a pub in
Walthamstow, east London. He has been married twice, divorced once and he now lives with
his partner, Carole.
Key lexis
• marriage – a formal union between two people which is recognised by the law
• to be married/divorced – to be married is to be formally and legally united with your
partner; to be divorced is to be legally separated from your partner
• (a) wife – the name for a married woman
• (a) partner – a person who you live with or are married to
• mum – informal name for mother
• dad – informal name for father
• to be expecting – pregnant; expecting a baby soon
You may also wish to revise the names of family members, in particular:
• grandfather – your father's or mother's father
• grandmother – your mother's or father's mother
• grandchildren – your children's children
• uncles – your mother's or father's brother(s)
• aunts/aunties – your father's or mother's sister(s)
• cousins – your aunt's or uncle's children
A. Normalisation – recognising features of a London accent (T32–T33)

This exercise is designed to help your students get used to Micky’s voice.
Tell your students that people with a London accent often:
(T32)
1. leave the final –d off the word and, as in these examples:
‘Tammy an’ Tiffany’
‘one, an’ one on the way’
‘She has er, two brothers an’ two sisters.’
(T33)
2. use a glottal stop with the word got. The glottal stop is a common feature of many British
accents. The glottal stop occurs when the speaker constricts his or her throat and blocks
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Teacher!s Notes
the air stream completely. This results in the speaker not pronouncing fully the –t sound
at the end of words such as got or lot, or the -t- sounds in words such as bottle or kettle.
‘Tammy’s got two. Tiffany’s got one…’
B. Normalisation – anticipating the next word (T34–T38) (T39–T43)

Students listen to tracks 34–38. There is a word missing from the end of each excerpt. Ask
them to try to guess the missing word and write it down, then they listen to tracks 39–43 to
check their answers.
(T34–T38) (with missing final word)
(T39) 1. So you’ve got five children?
(T40) 2. Interviewer: All with the same wife?
Mickey: No. The first two, the oldest two with my first wife...
(T41) 3. So you’ve been married twice.
(T42) 4. Are your mum and dad alive?
(T43) 5. Have you got any uncles and aunties?
Introduction
Give your students the exercise(s) and ask them to predict the answers before they listen,
based on their own assumptions. Play the extract as many times as the students want to listen
to it. The students can do the exercise(s) in pairs, groups or alone.
Corrections (T44)
Ask your students to listen and correct the mistake in each sentence.
1. There are five years between Tammy and Tiffany. three years between them
2. Nathalie, Danny and Michelle are all in their 20s. Michelle is 19.
3. The oldest three children all have the same mother. oldest two have the same mother
4. Micky has four children altogether. He has five children.
5. Tammy and Tiffany have both got one child. Tammy has got two.
6. Micky has been married three times. married twice
7. Micky’s partner Carole is in her 30s. She is in her 40s.
8. Carole works in a shop. She works in a pub.
9. Thomas is older than James. James is older than Thomas.
10. Carole has got five brothers and sisters. four brothers and sisters.
11. One of Carole’s sisters lives in England. One of her brothers lives in England.
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Teacher!s Notes

students.

A. Falling intonation for statements (T45)
When we make a statement in English our voice falls at the end of the statement. This also
indicates that the speaker has finished talking.
Listen to Micky making the following statements. Ask your students to mark where his voice
begins to fall. The first one is an example.
1. She is 44 years of age.
2. She has er, three children.
3. I don’t know her age.
4. She has er, two brothers and two sisters.
5. The others all live in Ireland.
Now ask your students to write three sentences about themselves and read them out with the
correct intonation. For example:
My name is Yasmin. I am 25 years old. I live in Bristol.
B. Recognising individual words in a stream of speech 1 – linking (T46–T47)

(T46)
Example: So...what are their names_again?
(T47)
1. So five_altogether.
2. she is 44 years_of age
3. Her_eldest is Kim.
4. Have you got any uncles_and aunties?
5. Has Carole got any brothers_and sisters?
6. one is_in England
7. The others_all live in Ireland.
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Teacher!s Notes
C. Hearing the sounds of English 1 (T48)

The first words in these minimal pairs are words that Jackie used in the interview. You may
three/free uncles/ankles
time/Tim works/walks
think/sink
D. Discriminating between minimal pairs of sounds 1 (T49)

Ask your students to listen and underline the words they hear.
1. They are all three/free.
2. It’s time/Tim!
3. I can’t think/sink now.
4. Look at your uncles/ankles!
5. She works/walks very fast.
E. Recognising individual words in a stream of speech 2 – gap-fill (T50)

It is difficult for students to hear individual words in a stream of speech. Give your students
the following exercise and allow them a few minutes to guess the missing words. Then play
the track and ask them to check their answers and fill in any words they couldn’t guess.
1. I have er, a daughter called Tammy.
2. So you’ve got five children?
3. The first two, the oldest two, with my first wife.
4. the other three children are from my second marriage
5. Have you got any grandchildren?
6. Have you got a partner at the moment?
7. I don’t know her age.
8. If I have I don’t know where they are.
F. "er! for pauses (T51)

Play the following excerpts and ask your students to mark where Micky uses ‘er’, as done for
you below.
1. I have er, a daughter called Tammy.
2. Her name is Carole and er, she is 44 years of age.
3. She has er, three children.
4. She has er, two brothers and two sisters.
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Teacher!s Notes
G. Sentence stress (T52)

Explain that stressed words are the most important in spoken English because they carry the
most meaning.
Ask your students to predict which words will be stressed in the following excerpts and then
ask them to listen and check their answers.
3. Tammy’s got two.
4. Her name is Carole and er, she is 44 years of age.
5. She has er, three children. Her eldest is Kim.
6. Her mum is alive.
H. Hearing the sounds of English 2 (T53)

As with Exercise C, ask your students to listen and repeat each minimal pair after the speaker.
called/cold is/his
first/thirst alive/arrive
years/jeers live/life
I. Discriminating between minimal pairs of sounds 2 (T54)

Ask your students to tick the boxes under the numbers which correspond to the words they
hear.
1 1 2 3 4 5
called # # #
cold # #
2 1 2 3 4 5
first # #
thirst # # #
3 1 2 3 4 5
years # # #
jeers # #
4 1 2 3 4 5
is # #
his # # #
5 1 2 3 4 5
alive # # #
arrive # #
6 1 2 3 4 5
live # #
life # # #
J. Recognising individual words in a stream of speech 3 – weak forms (T55)

Explain to your students that the citation form of prepositions changes to a weaker form in
spoken English which is not as clear.
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Teacher!s Notes
Ask them to listen to the following excerpts and fill in the missing prepositions. The emphasis
here is on recognition, not prediction, so don’t give them a lot of time to predict their answers.
1. Starting with children?
4. Three, with two on their way.
5. Divorced once, pending now for the second time.
6. She works with me in the pub.
7. One is in England…one of her brothers.
K. Recognising individual words in a stream of speech 4 – elision (T56)

1. I have er, a daughter called Tammy aged 34...
2. Interviewer: All with the same wife?
Micky: No. The first two, the oldest two, with my first wife.
4. Have you got any grandchildren?
5. Um, so you’ve been married twice.
6. And you’re just waiting...

A. Extension exercise
Ask your students to fill in the blanks with words they heard during Micky’s interview. The
1. Suki has two sons and one daughter.
2. I met my wife at a party. We got married nine years ago.
3. A lot of young people don’t believe in marriage. They live with their partners instead.
4. I have six grandchildren. My daughter has two boys and my son has three girls and a
boy.
5. My sister is expecting a baby next March.
6. I’ve been married for three years.
7. My partner and I are getting married next year.
8. My oldest brother works in my father’s restaurant.
9. My mother’s father is still alive, but her mother died in 1995.
10. Have you got any children yourself?
B. Personal pronouns into possessive pronouns

Ask your students to change the possessive pronoun in the bracket into the corresponding
possessive pronoun.
1. Where did you park (you) your car?
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Teacher!s Notes
2. Have you met (I) my brother Simon?

3. Did your parents enjoy (they) their holiday?
4. Do you like (we) our new carpet?
5. My son can’t stop talking about (he) his new girlfriend.
6. My sister met (she) her husband at university.
7. The cat has got (it) its own bed in the kitchen.
C. Cardinal numbers into ordinal numbers

Micky talks about his first wife and his second marriage. Ask your students to put the
numbers brackets into their correct form.
1. This is the (3) third time he’s rung me today.
2. This is the (4) fourth time we’ve been to Portugal on holiday.
3. This is the (5) fifth day it’s rained in a row.
4. Turn into Somers Road and we’re the (6) sixth house on the right.
5. What’s the date today? Is it the (7) seventh or the (8) eighth?
6. Isn’t i the (9) ninth letter of the alphabet?
7. We’re having a party on the (10) tenth. Can you make it?
D. does, doesn!t and don!t

Ask your students to put does, doesn’t or don’t in the gaps, where appropriate.
1. We don’t normally eat white bread.
2. I’m sure Peter doesn’t like dogs, so we’ll have to put Spot in the garden when he gets
here.
3. What does your mother work as?
4. Who does the cooking? You or your husband?
5. Why don’t we meet up for a coffee sometime?
6. My brother doesn’t say much because he’s quite shy.
7. What time does your train leave?
8. You don’t look very well. Are you OK?
9. My suit doesn’t fit me any more. I must go on a diet.
10. Why don’t Peter’s parents eat potatoes?
6 Transcript (T57)
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Teacher!s Notes
Unit 3 – Tammy
Introduction to Tammy
Tammy grew up in Canada but left in her 20s. She now works as a theatre sister and lives in
east London, but she has retained her Canadian accent.
Key lexis
Teach your students the following lexical items or elicit their meanings:
• army – a branch of a country's military force
• teaching credentials – teaching qualifications
• a guy (guys pl.) – A guy is a slang word for a man.
• stepmom – a woman who is married to, or living with the child's father, but who is not the
child's birth mother
Ask your students what they expect to hear, having learned the lexis above.
A. Discussion
Ask the students to discuss the questions in the SB in small groups. Then ask them to share
their answers with the rest of the class.
The Factfile below has been compiled to help you.
Factfile: Canada
• Canada is the second largest country in the world by total area, after the Russian
Federation, although its population is 20% that of Russia’s.
• The border between Canada and the USA is 8890 km long.
• Nearly ! of all the fresh water in the world is in Canada.
• Forests cover about half of Canada.
• Nearly one in five people in Canada were born abroad.
• Nearly 90% of Canadians live within 200 km of the US border.
• Canada has the world’s longest coastline.
• The maple leaf is the emblem of Canada.
Statistics
Extends from: Atlantic Ocean in the east to Pacific Ocean in the west, Arctic Ocean to the
north, USA to the south.
Total area: 9.9 million sq km (UK 242, 514; USA 9.8 million)
Population: around 33 million (UK 61 million; USA 306 million)
Population density: 3.2 inhabitants per sq km (UK 246; USA 31)
Capital: Ottawa
Largest city: Toronto
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Teacher!s Notes
B. Normalisation – gap-fill (T58)

With any listening activity it is a good idea to let students listen to the speaker and get used to
his or her voice.
Ask your students to listen and fill in the missing information.
Registration Form
Name: Tammy S t . John
Address: 313a Hainault Road, London
Postcode: N11 1ES

Telephone number: (work) 0208 550 3451
(mobile) 17742135211
Date of Birth: 9th December 1961/09.12.1961 (British), 12.09.1961 (US) (Tammy’s actual
words: ‘9th of the 12th, ‘61’.)
Now ask your students to practise giving and receiving their personal details, using this part
of the interview as a model.
Introduction
on their own assumptions. Play the excerpts as many times as the students want to listen to
A. Multiple choice (T59)

Tammy talks about her parents and grandparents. Ask your students to underline the correct
answers.
1. Tammy’s mother was born in Scotland/Canada/Germany.
2. Tammy’s grandfather had to leave Prussia/Persia/Russia.
3. Tammy was born in Canada/Germany.
4. Tammy’s father was in the British Army/German Army/Canadian Army.
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Teacher!s Notes
B. Note-taking (T60)
Tammy talks about her brother, Stephen and her sister, Susan. Ask your students to fill in the
notes:
Stephen
1. Age: 50
2. Married/Single: married
3. Number of children: one
4. Lives in: Ontario
5. Job: teacher
Susan
6. Lives in: Alberta
7. Number of children: one
C. Gap-fill (T61)
Tammy talks about her sister and her two other brothers. Ask your students to listen and fill in
the missing words.
Before they listen, ask your students to try to predict which words, or which types of words
(nouns, adjectives, prepositions, parts of verbs, etc.) will fit in the gaps. Then ask them to
listen and check their answers.
1. Tammy’s second-oldest sister Nancy is married to Tony and lives in Whistler.
2. Tammy brother Brian has three kids.
3. The oldest child is going to start college soon.
4. Tammy’s brother Bruce has two little girls.
5. Bruce and his wife recently bought a house for the first time.
D. Questions (T62)
Tammy talks about Whistler, a famous ski resort north of Vancouver. Ask your students to
answer the questions.
1. Which word does Tammy use to describe Whistler? ‘gorgeous’
2. Why didn’t Tammy go to Whistler the last time she was in Canada? because her mother
was in hospital
3. How does Tammy normally travel to Whistler? by car (‘I’ve always just driven up.’)
4. Has the interviewer ever been to Whistler? No (Interviewer: ‘It sounds wonderful.’
Tammy: ‘You guys should try it.’)

students.
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Teacher!s Notes

A. Recognising individual words in a stream of speech (T64–T69)
Play these excerpts from Tammy’s interview and ask your students, ideally in pairs, to
slowly.
(T64) 1. But my mum’s parents were both from Germany.
(T65) 2. He’s married with one child.
(T66) 3. they don’t have kids between the two of them
(T67) 4. they have a nice life up there
(T68) 5. and they’ve just bought their first house
(T69) 6. I’ve always just driven up.
B. Hearing the sounds of English 1 (T70)

when the difference between similar words is minimal.
The first words in these minimal pairs are words that Tammy used in the interview. You may
they/day lives/leaves
had/hat try/dry
fairly/fairy
C. Discriminating between minimal pairs of sounds 1 (T71)

words they hear.
1 1 2 3 4 5
they # # #
day # #
2 1 2 3 4 5
had # # #
hat # #
3 1 2 3 4 5
fairly # #
fairy # # #
4 1 2 3 4 5
lives # #
leaves # # #
5 1 2 3 4 5
try # # #
dry # #
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Teacher!s Notes
D. Contractions (T72–T73)
Ask your students to practise saying the contracted forms of these phrases in pairs.
did not do not He is I am I have one is
that is there is they are they have who is
Now ask them to look at the following excerpts from the interview and put in the appropriate
contractions. Then ask them to listen to find out if they were correct.
(T72)
Example: And (I am) I’m not sure how my grandmother got to Canada either.
(T73)
1. And (that is) that’s why we ended up in Chilliwack...
2. (He is) He’s married with one child.
3. And then (I have) I’ve got another sister...
4. they (do not) don’t have kids between the two of them
5. then (there is) there’s Brian – married, three kids
6. His oldest (one has) one’s just graduated from high school...
7. and (they have) they’ve just bought their first house which (they are) they’re rather
excited about
8. (I have) I’ve been there a few times.
9. I (did not) didn’t make it last time...
E. Hearing the sounds of English 2 (T74)

As with Exercise B, ask your students to listen and repeat each minimal pair after the speaker.
other/udder high/eye
bid/bit spend/spent
fifty/fifteen
F. Discriminating between minimal pairs of sounds 2 (T75)

words they hear.
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Teacher!s Notes
1 1 2 3 4 5
other # # #
udder # #
2 1 2 3 4 5
bid # #
bit # # #
3 1 2 3 4 5
fifty # # #
fifteen # #
4 1 2 3 4 5
high # # #
eye # #
5 1 2 3 4 5
spend # #
spent # # #
G. Linking (T76–T78)
Linking occurs when the end of one word runs_into the start_of the next word. It is very
common in informal spoken English, but less so in more formal English, such as speeches or
lectures.
The most common linking occurs between the letter -s at the end of a word when the next
word begins with a vowel, as in these excerpts from the interview:
He was_at Moscow University...
dad was_in the army
However, linking also occurs with other sounds, as in these excerpts from the interview:
they spent_a lot of time in_an_Indian village
Yeah, that’s what she was_saying.
Yeah, you guys_should try it.
Ask your students to mark where they think linking occurs in these excerpts from the
interview, then listen and check their answers.
1. Well, I was_actually born there.
2. He was_an engineer...
3. I have five brothers_and sisters.
4. He lives_in Ontario.
5. He’s_a great guy.
6. she’s_a stepmom to his kid

As with Exercises B and E, ask your students to listen and repeat each minimal pair after the
speaker.
either/ether kid/kit
began/begun gorgeous/gorges
there/dare
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Teacher!s Notes

words they hear.
1 1 2 3 4 5
either # # #
ether # #
2 1 2 3 4 5
began # # #
begun # #
3 1 2 3 4 5
there # # #
dare # #
4 1 2 3 4 5
kid # # #
kit # #
5 1 2 3 4 5
gorgeous # #
gorges # # #
J. Simplification – elision (T81)

Another process that occurs when people are talking quickly is elision – this is the missing
out of sounds, particularly –d and –t. Elision makes it difficult for students to recognise even
those words that are part of their active vocabulary.
Ask your students to fill in the missing words in the following extracts from the interview, all
of which have been affected by elision.
1. And I’m not sure how my grandmother got to Canada either.
2. My sister called Susan lives in Ed...Alberta.
3. He’s a great guy.
4. And then I’ve got another sister who’s er, married to Tony...
5. and my youngest brother Bruce
6. His oldest one’s just graduated from high school...
7. they’ve just bought their first house
8. I didn’t make it last time ’cos of mum being in hospital...
9. I’ve always just driven up.
K. Simplification – weak forms (T82)

When we speak quickly a process known as ‘simplification’ occurs. Basically the speaker
takes short cuts and doesn’t articulate unstressed words fully. The term ‘weak forms’ refers to
very common grammatical words such as prepositions whose pronunciation changes
significantly in fast, informal spoken English. Some of the most common weak forms are of,
from and to.
First ask your students to predict which words fit in the gaps, then ask them to listen to check
their answers. After they have completed the exercise ask them to compare the articulated,
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Teacher!s Notes
dictionary pronunciation of the missing words with the way they were pronounced in the
interview.
1. Um, your parents, did they originally come from Scotland, or...?
2. They were both born in Ontario...
3. He was at Moscow University when all the troubles began...
4. dad was in the army
5. He’s married with one child.
6. and they spent a lot of time in an Indian village
7. Then I’ve got another sister who’s er, married to Tony.
8. His oldest one’s just graduated from high school, starting college...
9. and they’ve just bought their first house, which they’re rather excited about
10. I didn’t make it last time ’cos, ’cos of mum being in hospital...

Ask your students to fill in the blanks in these new sentences with words they heard during
Tammy’s interview. The words are listed in the box to help them.
1. My parents moved to a mobile home once we’d all left home.
2. Los Cristianos was originally a little fishing village, but now it’s a major tourist resort.
3. I was born on Christmas Day as well!
4. We got out at the wrong station, so we had to buy another ticket.
5. What does your wife work as?
6. Katie’s the youngest student and Petra is the oldest.
7. Stefan and Carla are getting married next year.
8. We spent so much money on holiday! We’ve never been anywhere so expensive before.
9. I used to get a lot of headaches when I was a child.
10. We live in a small village of about 2,000 inhabitants.
11. We had a great time on holiday. You should have come with us!
12. I’m going to have huge party when I graduate from university.
13. Sarah bought me a new top for my birthday. Isn’t it wonderful?
14. I’m really excited about my new job.
15. This lasagne is gorgeous! Would you like to try some?
16. We’re having a barbecue next Saturday. Can you make it?
17. Christoph’s in hospital with a broken leg so I’m going to visit him later.
18. When we were in Norway we took a train from Oslo to Bergen.
19. Don’t worry about cooking us dinner. We’ll just have a sandwich.
20. You’ve got a terrible cough. You should go to the doctor.
B. Questions with do/does and did

Ask your students to form questions from the words in brackets, using do, does or did. Ask
them to look at the examples first:
You (cook) dinner every night? Do you cook dinner every night?
He (take) sugar? Does he take sugar?
You (have) a good holiday? Did you have a good holiday?
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Teacher!s Notes
1. you (like) swimming? Do you like swimming?

2. you (close) the window before we left? Did you close the window before we left?
3. you (enjoy) the party last night? Did you enjoy the party last night?
4. it (rain) a lot in Boston? Does it rain a lot in Boston?
5. you ever (have) to work late? Do you ever have to work late?
6. this train (go) to Wigan? Does this train go to Wigan?
7. you (study) Latin when you were at school? Did you study Latin when you were at
school?
8. you (want) to stop now for a cup of coffee? Do you want to stop now for a cup of
coffee?
9. she (like) the present you got her for her birthday? Did she like the present you got her
for her birthday?
10. your garden (get) a lot of sun? Does your garden get a lot of sun?
11. you (know) if Martin passed his driving test? Do you know if Martin passed his
driving test?
12. your teacher (give) you a lot of homework? Does your teacher give you a lot of
homework?
C. Transformations
Ask your students to change each word in brackets taken from the interview to make them fit
the gap.
1. It’s Alain’s (birth) birthday on Saturday, so don’t forget to send him a card.
2. Thanks for lending me that book. It was very (interested) interesting.
3. My sister Caroline is two years (oldest) older than me.
4. Sarah loves (child) children so she’s going to train to be a (teaching) teacher.
5. We used to (life) live in Boston, but we moved to Vermont when we had the kids.
6. We’re going to (bought) buy a new car next week.
7. This book is so (excited) exciting! You must read it!
8. We (taken) took our kids to the circus last week and the loved it.
9. Do you like (driven) driving?
10. I (works) worked through my lunch break so I’m starving! What’s for dinner?
6 Transcript (T83–T84)
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Teacher!s Notes
Unit 4 – Anne-Maj
Introduction to Anne-Maj
Anne-Maj lives in Sweden. She speaks good English and visits London regularly, but she has
a marked Swedish accent.
Key lexis
• a dot – A dot is a small, round mark like a full-stop.
• (to) have a good relationship with someone – to get on well with someone
Normalisation (T85)
his or her voice. This first exercise is a gap-fill based on the start of the interview.
Ask your students to listen and fill in the missing words.
In this exercise Anne-Maj talks about her children and grandchildren.
1. Anne-Maj comes from west Sweden.
2. She lives in a town called Trollhättan.
3. She has three daughters.
4. Annette is 43, Marie will be 42 in September and Camilla is 39.
5. Anne-Maj had eight grandchildren – six girls and two boys.
6. Her oldest grandson will be 22 in December and her youngest grandchild is 11.
Introduction
A. Gap-fill 1 (T86)
1. Anne-Maj talks about her grandchildren. She gives her grandchildren’s names from the
youngest to the oldest. Ask your students to fill in the missing names:
Erika, Hannah, Daniel, Magnus, Marcus, Patrik, Mathias and Martin.
2. Anne-Maj’s oldest grandson got his own flat a month ago.
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Teacher!s Notes
3. He’s got a girlfriend, but he is planning to live on his own at least for now.
B. Questions (T87)
Anne-Maj talks about her brothers and sisters. Ask your students to answer the questions.
1. How many brothers and sisters does Anne-Maj have? three brothers and two sisters
2. How old is Anne-Maj’s oldest brother? 67
3. How old is her youngest brother? 53
4. How far is the town where Anne-Maj was born from the town where she lives in now?
150 kilometres (15 Swedish miles)
5. What is the name of the town Anne-Maj comes from originally? Tidaholm
C. Gap-Fill 2 (T88)
Anne-Maj talks about her husband Arne’s children from his previous marriage.
1. Arne has two girls and four grandchildren.
2. Pernilla is 35 and Susanna is 32.
3. Pernilla’s son Leo is three and her other son, Samuel, is six.
4. Susanna’s oldest daughter is called Julia and she is 13 years old.
5. Susanna’s other daughter is called Ellen and she’s ten years old.
6. Anne-Maj and Arne have known each other for 25 years and been married for 22.

Anne-Maj’s interview. The words are listed in the box to help them.
1. I originally come from Boston, but I’ve spent most of my life in Chicago.
2. How do you say ‘good morning’ in Japanese?
3. How do you spell ceiling? Is it c-i-e or c-e-i?
4. The attic is at the top of a house. It’s the space under the roof.
5. I’m quite hungry. Can we eat soon?
6. I can’t wait to hear all about your holiday.
7. My brother Adam is also a teacher.
8. I can’t remember when Bruno’s birthday is. Can you?
9. My parents got married in 1990 and I was born in 1992.
10. When I got my first job I rented a little one-bedroom flat in the centre of Birmingham.
11. I quite like living on my own because you can do whatever you want.
12. He says he can’t come out because he’s in the middle of his exams and he’s got to study.
13. I have a much better relationship with my brother now than when we were kids.
14. Our house is quite close to the station so we can pick you up if you like.
15. I’ve got four brothers so I’m the only girl.
16. My dad works in a law firm and my mum is the manager of a sports centre.
17. Only one of my grandparents is still alive – my mother’s father who's 80 and lives in
Baltimore.
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Teacher!s Notes
B. Family members
Elicit or teach all the words for family members: (great) grandmother, (great) grandfather,
granddaughter, grandson, mother, father, daughter, sister, brother, mother-in-law, father-in-
law, sister-in-law, brother-in-law, uncle, aunt, cousin, niece and nephew.
If appropriate, ask students to draw a family tree.
Give your students this exercise and ask them to fill in the gaps with words from the box.
1. My mother’s father is my grandfather.
2. My father’s sister is my aunt.
3. My mother’s brother is my uncle.
4. My aunt’s daughter is my cousin.
5. My father’s mother is my grandmother.
6. My sister’s daughter is my niece.
7. My brother’s wife is my sister-in-law.
8. My brother’s son is my nephew.
9. My daughter’s son is my grandson.
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Teacher!s Notes
Unit 5 – Danny
Introduction to Danny
Danny grew up in a small market town in Cambridgeshire. He is now studying at Nottingham
University. Danny’s father, Micky, is interviewed in Unit 2. Danny has a rural
Cambridgeshire accent.
Key lexis
• Tesco's Superstores – a big supermarket chain
• sibling conflict – when brothers and sisters fight because they both want attention (normally
called 'sibling rivalry')
• to pass away – to die
• (to) fall through – when something doesn't happen for some reason, it falls through
Normalisation (T91)
Play the first part of the interview to allow your students to familiarise themselves with
Danny’s voice and see how much they can understand.
Corrections (T92)
Ask your students to correct the mistake in the following sentences.
1. Danny has got two brothers. He’s got two sisters.
2. He has two younger sisters. He has one older sister and one younger sister.
3. His sisters live with Danny’s father. They live with his mother.
4. His younger sister is 23. His older sister is 23.
5. His other sister is 20. She is 19.
6. Danny is 29. He’s 21.
7. Nathalie works with old people. She works with children.
8. Danny’s dad has a sister. He has a brother.
9. Danny’s uncle is a few years younger than his dad. He’s a few years older than his dad.
10. Danny’s mother has three half-sisters. She has two half-sisters.
11. Danny has two grandparents. He has one grandparent.
12. His mother’s father is still alive. His mother’s mother is still alive.
13. A lot of Danny’s cousins live in Australia. They live in America.
14. Danny was planning to go to America this winter. He was planning to go this summer.
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Teacher!s Notes

Danny’s interview. The words are listed in the box to help them.
1. I’ve got three cousins in New Zealand. They’re my mother’s oldest brother’s children.
2. My sister s three years older than me, so she’s always telling me what to do.
3. I’m living with my parents at the moment, but I’m hoping to get my own place soon.
4. Do you get on well with your parents?
5. Is your brother older or younger than you?
6. I want to work for a few years before I go to university.
7. Can you remember what time the library shuts on Saturdays?
8. Most of my family on my father’s side live in Wales.
9. Don’t you think Zack is a strange name for a boy?
10. We’re planning on going to Australia next year so we need to save up.
B. Prepositions
Ask your students to put the correct prepositions in these sentences which are based on the
interview. Some of them are used twice.
1. Come and tell me all about your holiday. Did you have a good time?
2. I went to London last weekend with an old school-friend.
3. Would you like a bit of dessert? It’s too much for me to eat.
4. Sorry, we’re right in the middle of dinner. Can I call you back?
5. I get on better with my mother than my father.
6. My father grew up in Connecticut, but he moved to Boston when he was 20.
7. I’ve got a lot of homework to do, so I can’t come out tonight.
8. We’re planning on taking our parents to Athens this summer as a surprise.
9. I wanted to be doctor when I was young, but I ended up working in a supermarket.
10. I’m feeling a lot better at the moment. I think it’s because I’m eating healthier and doing
more exercise.
4 Transcript (T92)
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Real Lives, Real Listening: A Typical Day – Elementary
Teacher!s Notes
Unit 6 – Dorothy
Introduction to Dorothy
This is an interview with Dorothy, a retired headmistress, talking about a typical day.
Dorothy originally comes from Heckmondwike in Yorkshire in the north of England, but she
moved to London when she married her husband Dennis in the 1950s. She has a neutral
accent and speaks slowly and clearly.
As a pre-listening task try a brainstorming exercise with the students to find out things they
do every day – what time they get up, what time they have breakfast, what time they leave the
house, etc. You may need to revise time expressions first, including quarter to, half-past etc,
plus expressions such as about, approximately, around.
Try to ensure that the students use some common adverbs of frequency, such as always,
usually, normally, often, sometimes, etc, as well as the useful expression tend to which
frequently reoccurs in this volume.
You might also like to bring in some realia or pictures to show the students some of the things
that Dorothy mentions such as face cream, an orange, a slice of toast, some pâté, a cereal
bowl, some porridge (or at least some oats), a jar of marmalade, a copy of The Guardian
newspaper for the two crosswords and, if at all possible, a cribbage board.
Key lexis
• retired – A retired person is someone who has finished their working life.
• a top (as in a T-shirt, vest, etc.) – for example a jumper, a blouse, a T-shirt, a vest
• tidy – neatly arranged with everything in the right place
• clean – free of dirt, marks or stains
• dirty – unclean, marked with dirt
• to make a mess – to make a place very untidy or dirty
• slices of bread or toast – a slice is a thin portion of a loaf of bread; toast is bread lightly
browned and crisped from heat
• (a) salad – a cold dish of various mixtures of raw or cooked vegetables, usually seasoned
with oil, vinegar or other dressing
• a shopping list – all the things you need to buy written one below the other
A. Normalisation – sentence stress (T93)

This exercise is designed to help your students get used to Dorothy’s voice.
Stressed words are the most important in spoken English because they carry the most
meaning. Ask your students to underline the words they expect Dorothy to stress in the
following extracts, then listen to check their answers.
1. if you’re interested in what my husband has…
2. and two slices of toast with marmalade on them
3. And if it’s raining, I might do some housework.
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Teacher!s Notes
4. if it’s a shopping day we go out and do our shopping together

5. we always take a list
6. we have our evening meal quite early
B. Normalisation – anticipating the next word (T94–T99)

Students listen to tracks 94–98. There is a word missing from the end of each excerpt. Ask them
to try to guess the missing word and write it down, then they listen to track 99 to check their
answers.
(T3) 1. ‘So one day I might clean downstairs and another day I might clean …’. upstairs
(T4) 2. ‘So at about 11 o’clock I will usually say to my …’ husband
(T5) 3. ‘Would you like a cup of …’ coffee (accept tea)
(T6) 4. ‘Um, if it’s a shopping day we go out and do our shopping together. We go to the
…’ supermarket
(T7) 5. ‘And then in the evening um, we might sit and watch ……’ television
(T8) Full version of the above.
Introduction
Give your students the exercise(s) and ask them to predict the answers before they listen,
based on their own assumptions. Play the extract as many times as the students want to listen
to it. The students can do the exercise(s) in pairs, groups or alone.

1. Dorothy gets up at about ______ o’clock.
! six " eight ! nine
2. She generally has a ______.
! bath " shower
3. At home she usually wears ______.
! a skirt " trousers
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Teacher!s Notes
4. For breakfast she has ______.
! an apple " an orange ! a banana.
5. She has ______ slice(s) of toast.
! one " two ! three
6. She also has a ______.
! cup of tea " cup of coffee

1. After breakfast Dorothy reads ______.
! a book ! a magazine " the newspaper
2. She reads for ______ minutes.

" 30 ! 20 ! 10
3. At 11 o’clock, Dorothy and her husband have a ______.
! glass of orange juice ! cup of tea " cup of coffee
4. Then they do a crossword for no more than ______ minutes.

!5 " 10 ! 15
5. For lunch they often just have ______.
! a hamburger ! a sandwich " a banana
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Teacher!s Notes
C. Part 3 – Ticking boxes (T102)

1. The supermarket they go to is about ______ miles away.
! two " three ! five
2. In the afternoon Dorothy often ______.
! listens to music ! uses the computer " reads a book.
3. Dorothy and her husband have dinner at about ______ o'clock.

! five " half-past six ! seven
4. They often have ______ with dinner.
" a glass of wine ! a glass of water ! a cup of tea
5. They go to bed at about ______.

! 10 to 10.30pm " 11 to 11.30pm ! 11.30 to midnight.
3 Interesting Language Points (T103)

students.

The first words in these minimal pairs are words that Dorothy used in the interview. You may
skirt/shirt clean/cream
cup/cub wheel/veal
bowl/pole list/wrist
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Teacher!s Notes
room/loom bed/bet
card/cart sleep/slip

1. I like your new skirt/shirt.
2. What a beautiful cub/cup!
3. Here’s your pole/bowl.
4. I always clean/cream my face before I go to bed.
5. I can’t see the wheel/veal.
6. Have you seen my list/wrist?
7. What a big loom/room!
8. Where’s the cart/card?
9. I don’t know where to place my bet/bed.
10. The name of the film is The Big Slip/Sleep.
C. Intonation - falling intonation for statements (T106)

When we make a statement in English our voice falls at the end of the statement. This also
indicates that the speaker has finished talking. Listen to Dorothy making the following
statements. Ask your students to mark where her voice begins to fall.
1. my breakfast never varies
2. the porridge is, is good for him
3. we go out and do our shopping together
4. I sit and read the paper.
5. We take the Guardian.
Now ask your students to make some statements about themselves using this intonation
pattern, such as:
I live in Bury. I am 20 years old. I work in a shop.
D. Recognising individual words in a stream of speech 1 – dictation (T107–T113)

Play these excerpts from Dorothy’s interview and ask your students, ideally in pairs, to
slowly.
(T107) 1. I usually have a shower.
(T108) 2. We have breakfast around a quarter to nine...
(T109) 3. the house doesn’t get very dirty
(T110) 4. We don’t usually have lunch.
(T111) 5. If it’s a shopping day, we go out and do our shopping together.
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Teacher!s Notes
(T112) 6. We have our evening meal quite early.

(T113) 7. So we eat quite a lot of salad and quite a lot of vegetables.
E. Contractions (T114)
do not – don’t it is – it’s
does not – doesn’t that is – that’s
he has /he is – he’s there is – there’s
I am – I’m we are – we’re
I have – I’ve you are – you’re
is not – isn’t
1. I always um, clean and cream my face, because that’s supposed to be a good thing for
your skin, so I don’t forget to do that.
2. Then I decide what I’m going to wear...
3. Um, if you’re interested in what my husband has...
4. Um, when I’ve read the paper then that’s the point when I decide what I’m going to do
for the day.
5. And if it’s raining, I might do some housework.
6. If it isn’t raining, I don’t want to waste time indoors...
7. the house doesn’t get very dirty because there’s only my husband and I um, to make a
mess in it
8. it takes about 10 minutes because it’s a very easy crossword
9. We don’t usually have lunch.
10. Um, if it’s a shopping day we go out and do our shopping together.
11. We always take a list so that we’re not wasting time...
12. we might sit and watch television, if there’s anything interesting to watch
F. Recognising individual words in a stream of speech 2 – elision (T115)

Ask your students to listen and fill in the missing words in these extracts, all of which have
been affected by elision.
1. my breakfast never varies
2. Summer and winter?
3. What paper do you get?
4. they get cleaned more frequently than the rest of the house
5. a soft drink
6. We have it at about half-past six.
7. I tend to alternate between a cooked meal one day and a salad meal the next day.
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Teacher!s Notes
G. Hearing the sounds of English 2 (T116)

right/light has/as
always/hallways sit/seat
tend/tent time/tame

words they hear.
1 1 2 3 4 5
right # # #
light # #
2 1 2 3 4 5
always # # #
hallways # #
3 1 2 3 4 5
tend # # #
tent # #
4 1 2 3 4 5
has # # #
as # #
5 1 2 3 4 5
sit # #
seat # # #
6 1 2 3 4 5
time # #
tame # # #
I. Recognising individual words in a stream of speech 3 – weak forms (T118)

the citation form found in dictionaries. For example, ‘from’ often changes to ‘frum’, ‘been’
often changes to ‘bin’ and ‘to’ often changes to ‘te’.
1. So, Dorothy, can you tell me about a typical day?
2. that’s supposed to be a good thing for your skin, so I don’t forget to do that
3. we have breakfast around a quarter to nine
4. the porridge is, is good for him
5. What paper do you get?
6. that’s the point when I decide what I’m going to do for the day
7. I might do some housework.
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Teacher!s Notes
8. so I go out and do something in the garden

9. they get cleaned more frequently than the rest of the house
10. And I make coffee for both of us.
11. We always take a list so that we’re not wasting time...
12. We will often have a glass of wine er, with our, our evening meal.
13. we might sit and watch television...
14. And er, usually that’s enough to send us off to sleep.
J. Recognising individual words in a stream of speech 4 – linking (T119–T120)

(T119)
Example: I have an_orange, two slices_ of toast...
(T120)
1. a cup_of coffee
2. I sit_and read the paper.
3. there’s_only my husband and I um, to make a mess_ in it
4. it takes_about 10 minutes because_it’s_a very easy crossword
5. a drink_of something
6. We go to the supermarket which_is_about three miles_away...
7. We have it_at_about half-past six.
8. usually that’s_enough to send_us off to sleep

A. Gap-fill (T121)
without hearing the extract again. The missing words are listed in the box to help them.
Give them a few minutes to try to predict the missing words before they listen.
Dorothy:
So at about 11 o’clock I will usually say to my (1) husband, 'Would you like a (2) cup of
coffee?' And I (3) make coffee for both of us. And then we (4) sit down together and do the
Quick Crossword in The Guardian newspaper which, on a bad day, it (5) takes about 10
minutes because it’s a very (6) easy crossword.
Um, we don’t (7) usually have lunch. Um, we might have a banana at lunchtime and a
(8) drink of something, a soft drink or, or tea or coffee.
Um, if it’s a shopping day we go out and do our shopping (9) together. We go to the
(10) supermarket which is about three (11) miles away, and um, we wheel the trolley round
together. We always take a (12) list so that we’re not wasting time and er, find when we get
(13) home that we’ve forgotten something.
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Teacher!s Notes
And er, and then um, what do we do then? Um, well (14) my husband will (15) often
disappear upstairs to do things on the computer. And I will often settle myself down in the
sitting room with a (16) book.
Um, we have our (17) evening meal quite (18) early. We have it at about (19) half-past
six. And, um, I tend to alternate between a cooked meal one day and a salad meal the next
day. So we eat quite a lot of salad and quite a lot of (20) vegetables. Um, and we will often
have a (21) glass of wine er, with our, our evening meal.
And then in the evening, um, we might sit and (22) watch television, if there’s anything
interesting to watch.
B: Extension exercise
Ask your students to fill in the blanks with words they heard during Dorothy’s interview. The
1. We get up at about 10 o’clock on Sundays.
2. My husband always has a bath in the morning, but I prefer a shower.
3. He always forgets to clean the bath afterwards.
4. Don’t forget to get some milk!
5. My father retired when he was 65, but before that he worked in a factory.
6. How many slices of toast do you want?
7. I have a bowl of cornflakes for breakfast every morning.
8. The only housework I like is ironing. I can’t stand cleaning or polishing.
9. My daughter keeps her room very tidy – everything is always in its place.
10. Your shoes are very dirty – can you take them off, please?
11. I’m sorry I made a mess in the kitchen – I’ll clean it up in a minute.
12. It takes about 10 minutes to walk to the shops from here.
13. "Hi, Clare. I’m in the supermarket but I’ve forgotten the shopping list. What do we
need?"
14. Would you like a cooked meal, or shall we just have some salad as it’s so hot?
C. Prepositions and adverbs

Ask your students to put the correct preposition or adverb in these sentences which are based
on the interview. Some of them are used more than once.
1. What time do you normally get up on a Sunday?
2. I’m just going to put on a warmer jacket.
3. We’re hoping to have a barbecue, but it depends on the weather.
4. Could I have another slice of toast, please?
5. You should meet my sister. She’s really interested in politics, too.
6. Have some more carrots. They’re good for you.
7. What would you like to drink with dinner?
8. I was really lazy yesterday. I stayed in bed in all morning.
9. I think James is in his room playing games on his computer.
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Teacher!s Notes
D. Transformations
Ask your students to change the word in each bracket which Dorothy used in her interview to
1. We’re not expecting rain – just a few (shower) showers.
2. My boyfriend’s mother is very house-proud. She’s always (clean) cleaning the kitchen
when I go round.
3. Oh no! I’ve (forget) forgotten to buy Sam a birthday present.
4. Can you put another slice of bread in the (toast) toaster for me?
5. This book’s really (interested) interesting. You must read it after me.
6. There are more (weeding) weeds than flowers in my garden!
7. If you’re a (frequently) frequent flyer then you can get cheaper plane tickets.
8. Hurry up! There’s no time to (wasting) waste!
9. I love (cooked) cooking, but I never seem to get to do any these days.
10. His new girlfriend’s a (vegetables) vegetarian which is a bit difficult when we have them
over for dinner.
11. Sorry, can I call you back? I’m (watch) watching a really interesting programme on
television.
E. Matching words with definitions

Ask your students to match the definitions with the words in the box which are taken from the
interview.
1. Something which covers your whole body, from head to foot: skin
2. The front of your head: face
3. Bread made warm, brown and crisp by being near a high heat: toast
4. A kind of jam made from oranges: marmalade
5. Cooking, cleaning, ironing, etc.: housework
6. The unwanted plants which grow in a garden: weeds
7. The opposite of clean: dirty
8. A non-alcoholic drink: a soft drink
9. A shop which sells food items and items for the home where the customer takes things
from the shelves and pays at a till: a supermarket
10. A unit of distance equal to 1.6 kilometres: a mile
6 Transcript (T122)
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Teacher!s Notes
Unit 7 – Peter
Introduction to Peter
This is an interview with Peter, an engineer who has lived in north-east London all his life.
Peter has a strong London accent.
As a pre-listening task try a brainstorming exercise with the students to find out what
someone they know does every day – what time they get up, what time they have breakfast,
what time they leave the house, etc. Revise time expressions such a quarter to, half-past, etc
and expressions such as approximately, around and about.
Try to ensure they use some common adverbs of frequency, such as always, usually,
normally, often, sometimes, etc, as well as the useful expression tend to which Dorothy used
in Unit 6 and which Peter also uses in his interview.
Key lexis
• telly – television
• it depends – a phrase used when the answer to something varies, or when it is dependent on
something else
• (a) chat – a friendly and informal conversation with someone
• a workshop – a room or building where tools and machines are used to repair or to make
things
A. Normalisation – two typical features of a London accent (T123)

Explain to your students that Peter lives in Walthamstow in East London and that he speaks
with a strong London accent. Tell them two typical features of a Cockney accent are dropping
the initial h- and also saying an’ instead of and. (Remember these features also occur in other
regional accents.)
Play the following excerpts and ask your students to put a line through the letters h and d
where Peter doesn’t pronounce the initial h- of some words and where he doesn’t pronounce
the -d of and. These instances are marked by an apostrophe in your version.
1. Leave home, drive to Stevenage in Hertfordshire...
2. read my post an' then start whatever’s at hand for the day
3. So something between 12 an' 2, normally.
4. An’ then back in the car...
5. I normally 'ave a cup of tea...
6. Then I go an' 'ave a shower or a bath…
7. take up some strange habits and hobbies down there
8. Between half-eleven an' 12 o’clock

them to try to guess the missing word and write it down, then they listen to track 129 to check
their answers.
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Teacher!s Notes
(T124) 1. ‘don’t shower or bath in the…...’ morning

(T125) 2. ‘Normally I always have a cup of tea and something to......’ eat
(T126) 3. ‘Switch on the computer, look at emails read my...’ post
(T127) 4. ‘Do you have dinner as soon as you get...?’ home
(T128) 5. ‘Watch telly for an hour or so, then I go and have a shower or……’ a bath
Introduction
them. The students can do the exercises in pairs, in groups or alone.

1. Peter gets up at ______.
" 6.45am ! 7.45am ! 8.45am.
2. He has a ______.
! shower ! bath " wash
3. He leaves home at ______.

" 7.45am ! 8am ! 8.15am.
4. He ______ to work.
! walks ! cycles " drives
5. He arrives at work at about ______.

! 8.30am ! 8.45am " 9am.
6. As soon as he gets to work he usually switches on ______.
! the lights " the kettle ! his computer.
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Teacher!s Notes
7. He has ______ for lunch.

" 30 minutes ! 45 minutes ! an hour
8. He usually has lunch between ______.

! 12 and 1pm " 12 and 2pm ! 1 and 2pm

1. Peter usually leaves work between ______.
! 4.30 and 5pm " 5 and 5.30pm ! 5.30 and 6pm.
2. When he gets home he normally has a ______.
" a cup of tea ! a can of beer ! a cup of coffee
3. He talks to his ______.

! children " wife ! girlfriend
4. He has dinner between ______.

! 6 and 6.30pm ! 6.30 and 7pm " 7 and 7.30pm.
5. After dinner he ______.
! reads a book " watches television ! listens to music
6. He goes to bed between ______.

! 10 and 10.30pm ! 11 and 11.30pm " 11.30 and midnight

students.
4 Further Listening practice

A. Recognising individual words in a stream of speech 1 – dictation (T132–T136)
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Teacher!s Notes
Play these questions which the interviewer asked Peter and ask your students, ideally in pairs,
to transcribe them. If your students need more help you can dictate the excerpts yourself more
slowly.
(T132) 1. Do you get a lunch break?
(T133) 2. Do you have to take your lunch between those hours?
(T134) 3. What time do you leave work?
(T135) 4. And do you have dinner as soon as you get home?
(T136) 5. What time do you go to bed?
B. Making the !er" sound when pausing (T137)

Play the following excerpts and ask your students to mark where Peter uses ‘er’, as in the
example below.
Example:
1. I normally get up about er, quarter, quarter to seven.
Exercise:
2. I’m normally ready to leave home about er, seven forty-five.
3. I do have a lunch break but it’s er, half an hour...
4. I have er, a workshop...
C. Hearing the sounds of English 1 (T138)

The first words in these minimal pairs are words that Peter used in the interview. You may
wash/watch back/pack
work/walk bath/path
hungry/angry
D. Discriminating between minimal pairs of sounds 1 (T139)

1. You must wash/watch this.
2. This work/walk is very hard.
3. I am very angry/hungry.
4. This is the back/pack.
5. What a long bath/path!
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Teacher!s Notes
E. Sentence stress (T140–T147)

Explain to your students that speakers stress the words they feel are important to convey their
meaning. Ask them to underline the words they expect Peter to stress in the following
extracts, then listen to check their answers.
(T140) 1. Leave home, drive to Stevenage in Hertfordshire.
(T141) 2. Locate myself at my desk, and switch on the computer, look at emails, read my
post.
(T142) 3. It’s not at a regular time.
(T143) 4. From the time I get hungry to the time I’m not.
(T144) 5. And then back in the car, back down the motorway.
(T145) 6. I normally have a cup of tea, a chat with the wife.
(T146) 7. Watch telly for an hour or so. Then I go and have a shower or a bath and watch
some more telly.
(T147) 8. Sometimes I do other things.
F. Recognising individual words in a stream of speech 2 – weak forms (T148)

1. quarter to seven
2. have a cup of tea and something to eat
3. and arrive at work approximately nine, nine o’clock
4. locate myself at my desk
5. look at emails, read my post
6. It’s not at a regular time.
7. It can be anything between... from... well, from the time I get hungry to the time I’m not.
8. back to Walthamstow for about six-thirty
9. Watch telly for an hour or so.
10. I have er, a workshop that I disappear to from time to time.
G. Contractions (T149)
I am – I’m it is – it’s that is – that’s
1. I’m normally ready to leave home about er, seven forty-five.
2. ...and it varies. It’s not at a regular time.
3. from the time I get hungry to the time I’m not
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Teacher!s Notes
4. until I feel it’s time to come back

5. That’s the average.

As with Exercise C, ask your students to listen and repeat each minimal pair after the speaker.
leave/leaf
hand/and
choose/shoes
feel/file

words they hear.
1 1 2 3 4 5
leave # #
leaf # # #
2 1 2 3 4 5
hand # # #
and # #
3 1 2 3 4 5
choose # #
shoes # # #
4 1 2 3 4 5
feel # # #
file # #
J. The glottal stop (T152)

Another feature of natural spoken English is the glottal stop. The glottal stop occurs when the
speaker constricts his or her throat and blocks the airstream completely. This results in the
speaker not pronouncing fully the -t sound at the end of words such as got or lot, or the -t-
sounds in words such as bottle or kettle.
This gap-fill exercise focuses on words which your students probably know already, but
whose pronunciation has changed because of Peter’s use of the glottal stop.
1. a light breakfast
2. and then start whatever’s at hand for the day
3. Well, yes, I do have a lunch break, but it’s er, half an hour and it varies...
4. It’s not at a regular time.
5. from the time I get hungry to the time I’m not
6. and then I normally eat round about seven o’clock...
7. until I feel it’s time to come back ready for bed
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Teacher!s Notes

Ask your students to fill in the blanks with words they heard during Peter’s interview. The
words are listed in the box to help them. Some of the words are used twice.
1. I’m really hungry. Can I have a sandwich, please?
2. It’s very dark in here. Can you switch on the light?
3. Shall we have tea or coffee? You choose.
4. I usually phone my mother for a chat every Thursday.
5. Are you ready to leave? Omar’s waiting in the car.
6. I have lunch at approximately 1 o’clock.
7. We don’t normally go out in the evenings.
8. I need you to help me choose what to wear for my interview on Friday.
9. If you’re hungry make yourself some toast.
10. Our plane leaves at 10, so we must be ready to leave here at six o’clock.
11. Can you switch on the television?
12. I don’t like dogs, but I love cats.
B. Prepositions
Ask your students to fill in the missing prepositions in these sentences based on Peter’s
interview.
1. Could I have another cup of coffee, please?
2. I don’t know if I’m going to have lunch today. It depends on how busy we are.
3. We didn’t get up until 10 o’clock this morning, so we’d slept for nearly 10 hours.
4. There wasn’t much traffic so we arrived at the airport nearly three hours early.
5. I’m going to bed. I’ve got a busy day tomorrow.
6. Would you like a chat with your dad? He’s just got in.
7. We’re going shopping in the morning. Do you need anything?
8. Could you switch on the light? It’s a bit dark.
9. Came and look at this photo of James. It’s brilliant.
C. Transformations
Ask your students to change the word in each bracket which Peter used in his interview to
1. I’m doing some (wash) washing later. Have you got any dirty clothes?
2. We’ve stopped (eat) eating chocolate because we’re trying to lose weight.
3. Petra’s got her (drive) driving test next week. I hope she passes this time.
4. I (switch) switched on my computer yesterday and nothing happened, so I had to call an
engineer out.
5. You’ve got a (choose) choice of sandwiches – ham, cheese or beef.
6. I (leave) left work early today because of the snow.
7. The (soon) sooner you go to the dentist the better.
8. This book is really (interests) interesting. You’ll have to read it after me.
9. Police are investigating the (disappear) disappearance of a 17-year-old girl from Devon.
10. How are you (feel) feeling? Have you got over your cold?
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Teacher!s Notes
6 Transcript (T153)
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Teacher!s Notes
Unit 8 – Jill
Introduction to Jill
This is an interview with Jill who is an operating sister at a big London hospital. Jill comes
from Llanrwst, a small town in North Wales. Although she has lived away from North Wales
for over 20 years, she does still have a discernable Welsh accent. This is particularly
noticeable in the way she pronounces the letter ‘a’.
As a pre-listening task try a brainstorming exercise with the students. Ask your students to
suggest daily routine actions for a famous person, e.g. what time they get up, what time they
have breakfast, what time they leave the house, etc. Revise time expressions such a quarter
to, half-past, etc and expressions such as approximately, around and about.
Try to ensure they use some common adverbs of frequency, such as always, usually,
normally, often, sometimes.
Key lexis
• cereal – a breakfast food made from grain and normally eaten with milk (cornflakes, rice
crispies, etc.)
• a (nursing) sister – a sister in a hospital context is a senior nurse in charge of a ward or
operating theatre
• (an) operating theatre – a special room in a hospital where surgeons operate on patients
• (a) patient – a person receiving medical treatment
• staff – workers (in this case, nurses)
• (a) pub – a place where people go to relax, meet friends and drink alcoholic and non-
alcoholic drinks
A. Normalisation – a typical feature of a Welsh accent (T154)

Your students will probably be surprised when you tell them that many people speak Welsh in
Wales as their first language. In fact Jill is bilingual, as are all her family, most of whom have
remained in North Wales.
A standard feature of both a North and South Welsh accent is a short ‘a’ sound.
In this first exercise see if your students can hear whether there’s a difference between Jill’s
pronunciation of the following words containing ‘a’, and the standard, neutral pronunciation:
Short ‘a’ sound:
I go to the bathroom
and I start work at 8 o’clock
half an hour for lunch
you can’t take your lunch
in the afternoon
in the car
Just for fun see if your students can imitate Jill’s pronunciation of these phrases.
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Teacher!s Notes

them to try to guess the missing word and write it down, then they listen to track 160 to check
their answers.
(T155) 1. ‘I leave the house at seven...’ thirty
(T156) 2. ‘walk to the bus...’ station
(T157) 3. ‘we’re allowed half an hour for...’ lunch
(T158) 4. ‘Then you have er, a 15-minute break in the...’ afternoon
(T159) 5. ‘Meet some...’ friends.
Introduction
(The exercises can be used by all students.)
Before you let your students see the exercises, ask them, in pairs or groups, to predict things
about Jill’s typical day. For example, what time do they think she gets up, how long does she
have for lunch, what time does she finish work, what does she like doing in her free time?
A. Putting events in order (T161)

Ask your students to guess in which order Jill does the following:
1 brushes her teeth
3 has a cup of coffee
2 goes downstairs
Now play the track and see if they were right.
B. Corrections 1 (T162)
Jill talks about a typical morning. Students correct each sentence.
1. Jill lives in a flat. a house (‘I leave the house’)
2. She leaves home at 7.15. 7.30
3. She catches the W50 bus to work. W15
4. She starts work at 7.45. 8 o’clock
5. She has a cup of tea at about 8.30. cup of coffee
6. She has an hour for lunch. half an hour
C. Ticking boxes (T163)

Students tick what Jill does when she comes home.
1. " She has a cup of tea.
2. ! She sleeps for half an hour.
3. " She watches TV.
4. ! She reads a book.
5. " She has a bath or a shower.
6. ! She cooks dinner.
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Teacher!s Notes
7. ! She reads a newspaper.

8. " She talks to her friend.
D. Corrections 2 (T164)
Students correct each sentence.
1. Jill goes to the pub at about 9.30pm. about 10 o’clock
2. She meets her sister in the pub. ‘Meet some friends.’
3. She comes home about 10.30. about 11.30
4. She goes to bed between 11pm and midnight. between midnight and one o’clock

students.

wash/watch bus/pus
cup/cub pub/pup
thirty/dirty bed/bet

1. I must wash/watch this.
2. This cup/cub is really small.
3. I can’t believe she’s thirty/dirty already.
4. You can see the bus/pus.
5. The pup/pub is called Bentleys.
6. That’s a very large bed/bet.
C. Sentence stress (T167)

Explain to your students it is important that they are able to recognise stressed words in a
stream of speech because these are the words that carry the speaker's meaning. Ask your
students to underline the words they expect Jill to stress in the following extracts, then listen
to check their answers.
1. when I’m working, I get up at 7 o’clock
2. I go to the bathroom and have a wash and brush my teeth.
3. And if I have time, I make myself breakfast.
4. we then do the operations during the course of the day
5. If you can, you take a break round about 10 to ten-thirty.
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Teacher!s Notes
6. Watch a bit of television, talk to my friend, talk about my day...
D. Recognising individual words in a stream of speech 1 – linking (T168)

English and the next word begins with a vowel, the end of the first word will link with the
start of the second word, making it sound as if the two words are one.
Give both sets of students the following excerpts and ask them to mark where linking occurs.
1. I get_up_at seven o’clock.
2. have a wash_and brush my teeth
3. a cup_of coffee
4. the course_of the day
5. we’re allowed half_an_hour for lunch
6. my shift finishes_at six o’clock
E. Recognising individual words in a stream of speech 2 – dictation (T169–T175)

Play these excerpts from Jill’s interview and ask your students, ideally in pairs, to transcribe
them. If your students need more help you can dictate the excerpts yourself more slowly.
(T169) 1. I go to the bathroom and have a wash and brush my teeth.
(T170) 2. And if I have time I make myself breakfast.
(T171) 3. What kind of things do you have for breakfast?
(T172) 4. The night staff will come on at eight and take over from you.
(T173) 5. How do you get home from the hospital?
(T174) 6. What do you do when you get home?
(T175) 7. I generally have a bath or a shower and relax.
F. Hearing the sounds of English 2 (T176)

teeth/tease
leave/leaf
catch/cash
work/walk
send/sent
G. Discriminating between minimal pairs of sounds 2 (T177)

words they hear.
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Teacher!s Notes
1 1 2 3 4 5
teeth # # #
tease # #
2 1 2 3 4 5
leave # #
leaf # # #
3 1 2 3 4 5
catch # # #
cash # #
4 1 2 3 4 5
work # #
walk # # #
5 1 2 3 4 5
send # #
sent # # #
H. Contractions (T178)
do not – don’t we are – we’re
I am – I’m we will – we’ll
I will – I’ll you are – you’re
cannot – you can’t
1. when I’m working I get up at 7 o’clock
2. In the winter I’ll have porridge...
3. It’s round about 20 minutes… 15 minutes if you’re very busy.
4. And then we’re allowed half an hour for lunch.
5. Sometimes if you’re busy you can’t take your lunch.
6. and then round about 10 o’clock we’ll go up to the pub
7. but I don’t like going to bed early
I. Recognising individual words in a stream of speech 3 – weak forms (T179)

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Teacher!s Notes
1. I go to the bathroom and have a wash and brush my teeth.

2. And if I have time I make myself breakfast.
3. What kind of things do you have for breakfast?
4. walk to the bus station
5. I generally will have a cup of coffee about eight-thirty...
6. And then we’re allowed half an hour for lunch.
7. So, how do you get home from the hospital?
J. Hearing the sounds of English 3 (T180)

As with Exercises A and F, ask your students to listen and repeat each minimal pair after the
speaker.
eight/hate
pick/Bic
saves/safes
bit/bid
bed/bet
K. Discriminating between minimal pairs of sounds 3 (T181)

words they hear.
1 1 2 3 4 5
eight # #
hate # # #
2 1 2 3 4 5
pick # # #
Bic # #
3 1 2 3 4 5
saves # #
safes # # #
4 1 2 3 4 5
bit # # #
bid # #
5 1 2 3 4 5
bed # # #
bet # #
L. Making the !er" and !um" sounds when pausing (T182)

Explain to your students that when people are talking they often say ‘er’ and ‘um’ while they
are giving themselves time to think about what they are going to say next. This can be
confusing for students because ‘er’ sounds like ‘a’.
Play the following excerpts and ask your students to mark where Jill uses ‘er’ or ‘um’, as has
been done for you below.
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Teacher!s Notes
Example:
1. Interviewer: Can you tell me about a typical day?
Jill: Yes. Um, when I’m working I get up at 7 o’clock...
Exercise:
2. Interviewer: What kinds of things do you have for breakfast?
Jill: Um, toast or cereal.
3. Um, I leave the house at seven-thirty and er, walk to the bus station.
4. Er, we then do the operations...
5. Then you have er, a 15-minute break in the afternoon.
6. I can get a bus. The W15 again. Or er, my friend comes to pick me up in the car.

Ask your students to fill in the blanks with words they heard during Jill’s interview. The
words are listed in the box to help them. One of the words is used twice.
1. In the summer I usually walk to work.
2. Would you like some orange juice?
3. We live near a train station, but we go to work by bus.
4. Jan is in hospital with a broken leg.
5. I am very busy at the moment. Can I call you back later?
6. My husband gets up very early in the morning – at 5 o’clock.
7. Is anyone in the bathroom? I want to have a shower.
8. We normally have dinner with friends every Sunday.
9. It’s late and I’m going to bed. I need to get up early tomorrow.
10. We have a big bathroom downstairs and a shower room and toilet upstairs.
11. I don’t want to walk. Can we take a taxi? I’ll pay.
B. The simple past of regular and irregular verbs

Ask your students to put the regular and irregular verbs in brackets into the simple past. All
the verbs appeared in Jill’s interview.
1. I (work) worked nearly 10 hours yesterday, so I was exhausted when I (get) got home.
2. We (go) went to Spain last month for a short holiday last month and it (be) was great.
We (have) had a wonderful time.
3. I (make) made a fruit cake yesterday. Would you like a slice?
4. We (leave) left here at 4am and we (be) were in Paris at lunchtime.
5. I (walk) walked to work yesterday because it (be) was such a beautiful day.
6. Sorry I’m late. I (catch) caught the wrong bus.
7. Sarah says she (start) started her Christmas shopping in June! Can you believe it?
8. We (organise) organised a surprise party for our father’s 60th birthday as well and it (go)
went really well.
9. We (send) sent out a hundred invitations and nearly everyone (come) came.
10. We (do) did a lot of sailing when we were younger, but not any more.
11. I (take) took this photograph on holiday in Japan.
12. Thierry (start) started the marathon at 8am and (finish) finished six hours later.
13. We (save) saved nearly £200 last month for a new car.
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Teacher!s Notes
14. We (watch) watched a brilliant programme on telly last night called Miranda. Did you
see it?
15. It (be) was lovely to see her again, but all she (talk) talked about was her new boyfriend,
so I (get) got a bit bored.
16. I (meet) met a really nice man at a party last week. He (say) said he’ll give me a call
when he’s next in New York and we can go out for a drink.
17. I (know) knew it was a bad idea to come here on a Saturday night!
6 Transcript (T183)
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Teacher!s Notes
Unit 9 – Catherine
Introduction to Catherine
Catherine grew up in the small market town of Llanrwst in North Wales and has lived there
ever since. She is bilingual in Welsh and English and she has a strong North Welsh accent.
Catherine is a pensioner but she still works as a bookkeeper. The nearest major town to
Llanrwst is Llandudno. Catherine’s daughter, Jill, is interviewed in Unit 8.
Key lexis
• clerical work – work done in an office
• to interrupt – to stop someone doing something for a short period, as in 'Please don't
interrupt me when I'm talking!'
• (to) flit around – to walk quickly from place to place
Normalisation – questions (T184)

1. What time does Catherine get up? between 7 and 7.45am
2. What does she have for breakfast? mushrooms, tomatoes, bacon and egg
3. What time does she start work? at 9 o’clock
2 Listening comprehension
Gap-fill (T185)
1. Catherine works in an office by herself.
2. She usually has a cup of coffee at 9.45 and then again at 11.15.
3. She often goes to the bank, the post office and then back to the office.
4. She works from nine to 12.
5. When she gets home she has a light lunch – just something on toast or salad.
6. On Mondays and Wednesdays Catherine and her husband go to Conway at about two
o’clock.
7. Catherine’s sister-in-law works in a shop in Conway.
8. Catherine goes swimming at five o’clock on Mondays.
9. When she gets home she watches the news on television.
10. Catherine normally goes to her friend’s house on Monday evenings.
11. She gets home at about 10.30 and her husband gets home at 10.45.

Ask your students to fill in the blanks with words they heard during Catherine’s interview.
The words are listed in the box to help them.
1. Stephen is actually my second husband. We’ve only been married for two years.
2. Do you want half of this pie or just a quarter?
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Teacher!s Notes
3. We’ve got some mushrooms growing in our garden, but we don’t know whether we can
eat them or not.
4. How would you like your egg? Fried or poached?
5. I normally drive to work, but sometimes I walk if it’s nice weather.
6. There are 10 of us in one small office the size of your living room.
7. I’m going to make some tea. Would you like a cup?
8. I need to go to the bank to pay a cheque in, or I won’t have any money next week.
9. Could you post this letter for me on your way to work?
10. What would you like for lunch today? Beans on toast or a pizza?
11. Do you feel like going for a walk? It’s such a beautiful day.
12. I’ve only got two more days at work and then I’m going on holiday!
13. We need to get a bigger kitchen table so that we can all sit down together when our
families come over.
14. We’re going shopping tomorrow. Is there anything you need?
15. I used to go swimming two or three times a week, but then I got bored with it.
B. Words which go together

Ask your students to put the missing verbs in the gaps in these sentences which are all based
on Catherine’s interview. Some of them are used more than once.
1. I normally have breakfast at 10 on Sundays.
2. I go to work by bus.
3. We make a pot of coffee every morning.
4. I don’t feel like going out tonight.
5. Can we go home now? I’m tired.
6. I need to have a sit-down. I’ve been working in the garden for hours.
7. We usually do out neighbour’s shopping as well because she’s not very well.
8. I come home from the gym at seven o’clock and then have something to eat.
9. My friend and I go swimming on Tuesdays.
10. We don’t normally go out on Friday evenings. We just stay at home and watch television.
4 Transcript (T186)
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Teacher!s Notes
Unit 10 – Danny
Danny grew up in a small market town in Cambridgeshire. He is now studying at Nottingham
University, and spent a year in Dover on a placement as part of his studies.
Key lexis
• a lunch break – time away from work to have lunch
• (to) get peckish – to get a bit hungry
• (to) give someone a lift – to drive someone somewhere in your car
Normalisation – questions (T187)

Before beginning the listening comprehension, play the start of the interview to allow your
students to familiarise themselves with Danny’s voice.
1. What hours does Danny often work? 11 till 7
2. What time does he usually get up? about 10 o'clock
3. What does he have for breakfast? a couple slices of toast and a cup of tea
4. How long does it take him to walk to work? 10 minutes
Corrections (T188)
Students correct the mistake in the following sentences. The answers are highlighted.
1. If it's raining Danny takes a bus to work. takes a cab
2. The first customer arrives at 11.15. at 11 o'clock
3. He is a Welshman called Alan. a Scottish man
4. Danny often has a bag of sweets for lunch. a bag of crisps
5. Sometimes Nick gives Danny a lift home after work. Mick
6. When he gets home, Danny has a sleep. has a shower.
7. He relaxes in the evenings by watching a film or listening to music on his iPod. on his
PC.
8. Sometimes Danny cooks some chicken with rice or potatoes. with rice or pasta
9. Danny is staying with friends at the moment. with his father
10. He is living on Spruce Hills Street. Spruce Hills Road
11. His road is near the Town Hall and the church. the Town Hall and the college

Ask your students to fill in the blanks with words they heard during Danny’s interview. The
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Teacher!s Notes
1. I’m trying to save money at the moment because I’m going on holiday next month.
2. We’re not allowed to make personal calls at work.
3. Do you want toast or bread and butter?
4. Can you wait a couple of minutes? I just want to change my shoes.
5. We usually go for a long walk after Sunday lunch if the weather is OK.
6. I’m going to get a cab home. It’s too cold to wait for a bus.
7. We opened the shop at nine and our first customer came in at two minutes past.
8. Sorry, I didn’t hear the bell. I had my music on too loud.
9. Would you like a lift home as it’s raining? My car’s just round the corner.
10. Would you like to come round for a meal sometime? I’m a really good cook.
11. I don’t feel like watching television. Can we go out?
12. We normally have mint sauce with lamb, but the children hate it.
13. I’m feeling a bit peckish. Have we got anything to eat? I need something to tide me over
until dinner.
14. Whenever I do a night shift then I get the next day off.
B. Transformations
Ask your students to change the word in each bracket which Danny used in his interview to
1. The children are really (exciting) excited about Christmas.
2. I haven’t got much money in my (save) savings account at the moment.
3. Is it going to (raining) rain tomorrow?
4. Why don’t you sit over here? It’s (nice) nicer in the sunshine?
5. The telephone (rings) rang for ages before he answered it.
6. Why don’t you have a break? I think you’re (work) working too hard.
7. We had a great time in Spain. It was the most (relax) relaxing holiday we’ve ever had.
8. Why is it boys never wash their necks (proper) properly?
9. I’m not (eat) eating eggs at the moment because I’m on a low cholesterol diet.
10. What is the main (ingredients) ingredient in béchamel sauce?
4 Transcript (T189)
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Teacher!s Notes
Unit 11 – Danny
Danny is a student at Nottingham University who spent a year in Dover on a placement as
part of his studies. Danny has a rural Cambridgeshire accent. Before you begin this unit, it’s a
good idea to show your students a map to clarify the location of the English coastal port of
Dover, the English Channel and the French port of Calais.
Key Lexis
• (a) harbour – an area of water next to the coast often protected from the sea by a thick wall,
where ships and boats can dock
• ferries – a ferry is a boat used to transport passengers and vehicles across water as a regular
service
• the sights – the places of interest, especially to visitors
• (a) castle – a large old stone building with thick walls and towers which was the home for
nobility
• cliffs – A cliff is a high area of rock or chalk with very steep sides, often on the coast.
• (a) beach – an area of sand or small stones beside the sea
• (a) view – what you can see from a particular place
• sand – very small grains of rock found on beaches or in deserts such as the Sahara
• stones – small pieces of rock
• bushes – A bush is a plant smaller than a tree with lots of small, thin branches.
• caves – A cave is a large hole in the side of a hill, cliff or mountain.
• tunnels – A tunnel is a long passageway through the earth, often made by people.
Normalisation (T190)
This exercise is designed to help your students get used to Danny’s voice. Ask your students
to tick the correct box. The answers have been ticked for you.
1. Danny lived in Dover in his first ! second " third ! year at university.
2. Danny says Dover is a very small " smelly ! sunny ! place.
3. The two big ferry companies in Dover are Sea France and B&O Ferries ! Sea France
and P&O Ferries " Sea French and P&O Ferries ! .
Introduction
Give your students the exercise and ask them to predict the answers before they listen, based
on their own assumptions. Play the extract as many times as the students want to listen to it.
The students can do the exercise in pairs, groups or alone.
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Teacher!s Notes
Multiple choice (T191)
Ask your students to tick the correct box. The answers have been ticked for you.
1. You can see the sights of Dover with a tour boat ! a tour bus ".
2. Danny lived in a flat ! hostel ! hotel " in Dover.
3. He lived near the castle ! the beach " the cliffs ! .
4. Danny says the sea was grey ! blue " green ! .
5. The beach was sandy ! stony ".
6. Halfway up the White Cliffs of Dover there seem to be trees ! caves " cottages ! .
7. Danny never did a tour of Dover because he didn’t have enough time ! he didn’t
have enough money ".
8. When Danny lived in Dover he sometimes went to Calais " Carlisle ! Paris ! .
9. Danny likes the shops ! restaurants " bars ! in the French town.
3 Interesting Language Points (T192–T196)

students.

A. Linking
lectures.
word begins with a vowel, as in these excerpts from the interview:
(T197)
Third year was_in Dover.
But it was_a nice view.
However, linking also occurs with other sounds. Ask your students to mark where linking
occurs in these excerpts from the interview. Then ask them to read the phrases aloud and
remind them to link words.
(T198)
1. Can you tell me a bit_about the town?
2. two big main companies:_Sea France and P&O ferries
3. that’s_about it
4. The sea’s surprisingly blue, for_England.
5. But that’s_about all you can do...
6. There are parts_of it that are nice.
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Teacher!s Notes
7. Has_it got a beach there?

8. Which_is a bonus.

The first words in these minimal pairs are words that Danny used in the interview. You may
live/leave white/right
think/sink side/sight
town/down beach/peach
harbour/arbour

Ask your students to listen and underline which word they hear. The answers are highlighted
and underlined.
1. I think we should leave/live here.
2. I can see you’re sinking/thinking.
3. I can see he’s down/his town.
4. What a beautiful arbour/harbour!
5. Isn’t that right/white?
6. Which side/sight are you talking about?
7. What a wonderful beach/peach!
D. Contractions
appropriate contractions. Then ask them to listen to find out if they were correct.
(T201)
Example: I have never been to Dover. I’ve
(T202)
1. It is mainly just a harbour town. It’s
2. there are not many to see aren’t
3. that is about it that’s
4. it was not sand wasn’t
5. but you do not know if they are still cave entrances don’t/they’re
6. unless you have got transport you’ve
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Teacher!s Notes
E. Sentence stress (T203)

Explain that stressed words are the most important in spoken English because they carry the
most meaning.
If your students have literacy problems, play the following excerpts and ask them to tap out
the stressed words on their tables or clap when they hear the stressed word. If your students
don’t have literacy problems, ask them to underline the stressed words in the following
excerpts. The main stressed words are highlighted and underlined.
1. Now you used to live in Dover, I think?
2. It’s mainly just a harbour town…
3. people go there to cross the Channel to France
4. you have the tour bus that goes round to see the sights of Dover
5. the castle’s the main attraction
6. The view was nice.
7. But the beach was nothing special because it wasn’t sand. It was stones.
8. There are parts of it that are nice.
F. Recognising individual words in a stream of speech (T204–T208)

Play these excerpts from Danny’s interview and ask your students, ideally in pairs, to
slowly.
(T204) 1. but there aren’t many to see
(T205) 2. But not in the winter.
(T206) 3. So it wasn’t too comfortable.
(T207) 4. It was quite expensive.
(T208) 5. There are parts of it that are nice.
G. Hearing the sounds of English 2 (T209)

right/light been/bin
main/man still/steel
bus/buzz while/whirl
view/phew

Ask your students to tick the boxes which correspond to the words they hear.
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Teacher!s Notes
1 1 2 3 4 5
right # # #
light # #
2 1 2 3 4 5
main # #
man # # #
3 1 2 3 4 5
bus # #
buzz # # #
4 1 2 3 4 5
view # # #
phew # #
5 1 2 3 4 5
been # # #
bin # #
6 1 2 3 4 5
still # # #
steel # #
7 1 2 3 4 5
while # # #
whirl # #
I. Weak forms (T211)

Explain that the citation form of to, for and of often changes to a weaker form in spoken
English which is not as clear. Ask your students to try to fill in the missing words in these
excerpts and then listen to check their answers.
Can they tell you how the pronunciation of to, for and of changes in informal spoken English?
1. I’ve never been to Dover.
2. not a lot of people there
3. basically people go there to cross the Channel
4. The sea’s surprisingly blue, for England.
5. Now they talk about the White Cliffs of Dover.
6. A lot of restaurants.
7. You have the tour bus that goes round to see the sights of Dover.
8. If you just go over for the day, Calais’s about as far as you can go.
J. Gap-fill – elision (T212)

1. Now you used to live in Dover, I think.
2. You have the tour bus that goes round to see the sights of Dover.
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Teacher!s Notes
3. It just takes you round the, round the beach area...

4. If you just go over for the day, Calais’s about as far as you can go.

Ask your students to fill in the blanks with words they heard during Danny’s interview. The
words are listed in the box to help them. The answers are highlighted and underlined.
1. I used to like sugar in my tea when I was young, but now I find it too sweet.
2. What is the population of London? Is it eight million?
3. The next ferry to Sweden leaves in half an hour.
4. There is a very nice sandy beach in Bournemouth which is wonderful for young children
to play on.
5. I have a wonderful view of the sea from my office window.
6. These restaurants are all very expensive. Shall we go to a café instead?
7. My brother is a student at this college.
8. When the weather is very bad, most ships stay in the harbour.
9. I’ve got interviews next week with two different companies – one in Bristol and one in
Birmingham.
10. I don’t like swimming in the sea in this country because it’s too cold. I prefer a swimming
pool.
11. These stones hurt your feet, don’t they? I wish I’d worn better shoes, but I didn’t know
we were going for a walk on the beach.
B. Introduction to the present perfect simple

We use the present perfect simple to talk about things that have, or haven’t happened during a
period of time leading up the present. To form the present perfect simple we use the verb to
have + past participle.
Ask your students to put the verbs in brackets into the present perfect simple.
1. I (live) __________ here since 2005. have lived
2. Peter (lose) _________ 10 kilos since he started that diet. has lost
3. Sorry, I (use) __________ all the milk. have used
4. We (buy) __________ a new car! have bought
5. I (finish) __________ my homework at last. have finished
6. I (post) __________ your letter. have posted
7. Phil and Sam (move) __________ to New York. have moved
8. Oh no! Yuko (leave) ________ her mobile phone behind. has left
9. I (decide) __________ to get a new job. have decided
10. Is it true you (stop) __________ eating meat? have stopped
C. Prepositions
Ask your students to put the correct prepositions in the gaps. The words are listed in the box
to help them. Some of them are used more than once.
1. I used to live in Chicago, but last year I moved to New York.
2. Tell me all about your holiday!
3. I can’t come out tonight. I’ve got a lot of work to do.
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Teacher!s Notes
4. My idea of a perfect holiday is lying on a beach with a good book.

5. It gets very cold here in the winter.
6. She’s very grown-up for her age.
7. When we looked out of our window we saw the car was covered in snow.
8. Which part of Bulgaria do you come from?
9. We’re going to Russia next month for a wedding.
10. Could you sit on the other side of Rachel?
D. Transformations
Ask your students to change the word in each bracket which Danny used in his interview to
1. What subject are you (student) studying at university?
2. How much does it cost to go from Dover to Clair by (ferries) ferry?
3. I’ve got a wonderful (surprisingly) surprise for your birthday!
4. Our hotel was right next to a beautiful (sand) sandy beach.
5. I don’t like going to London in the summer because it’s always full of (tour) tourists.
6 Transcript (T213)
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Teacher!s Notes
Unit 12 – Catherine
Introduction to Catherine
Catherine grew up in the small market town of Llanrwst in North Wales and has lived there
ever since. She is bilingual in Welsh and English and she has a strong North Welsh accent.
Catherine is a pensioner but she still works as a bookkeeper. The nearest major town to
Llanrwst is Llandudno.
Key Lexis
• (a) market town – a small town in the country which is a business centre for farms and
villages in the area
• river – a large natural stream of flowing water
• (a) bridge – something built over a river to allow people, vehicles or trains to cross from
one side to the other
• (a) cottage – a small house usually in the countryside
• cream teas – A cream tea is a light meal in the afternoon where you have a pot of tea,
scones, jam and cream.
• putting place – a small flat area of short grass where people can practise hitting golf balls
into holes
• (a) bowling green – a flat area of short grass where people play the game of bowls
• (a) valley – an area of low land between hills or mountains often with a river running
through it
• (a) mountain – something much larger than a hill
• fields – A field is a large area of land in the country where farmers grow things or where a
farmer's animals feed on grass.
• promenade – a wide road next to the sea which people can walk or drive along
• tiny – very, very small
• (to) do the washing/ironing – putting the dirty clothes in the washing machine, and then
drying them and using a hot iron to make them flat and smooth
A. Welsh pronunciation
If a Welsh word begins with ll, as in the town Llanrwst, it is pronounced by placing the
tongue loosely across the top of the mouth and breathing out through your cheeks. Try this
with your students. However, people outside Wales usually ignore this and pronounce the
double l as a single l. Try to get your students to pronounce Llanelli (but stand well back!)
In Welsh the letter w in a word is pronounced as the letter u, so Llanrwst is actually
pronounced ‘Llanroost’.
In Welsh the letter u is pronounced as the letter i, so Llandudno is actually pronounced
‘Llandidno’ by Welsh people.
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Teacher!s Notes
The letter y in Welsh is pronounced as the letter u, so the word for Wales – Cymru – is
actually pronounced ‘Cumree’.
B. Normalisation – anticipating the next word

Ask your students to listen to tracks 214–218. There is a word missing from the end of each
excerpt. Ask them to try to guess the missing word and write it down. Then ask them to listen
to tracks 219–223 to check their answers.
(T214–T21§8) (with missing final word(s))
(T219) 1. it has lots of visitors in summer
(T220) 2. Lots of people go and watch it on a Saturday afternoon.
(T221) 3. So can you see mountains from your house?
(T222) 4. my friend loves to shop for clothes and things
(T223) 5. Then I go out and meet a couple of my friends for coffee.
Introduction
A. Corrections (T224)
Catherine talks about the small town of Llanrwst. Ask your students to correct the mistake in
each sentence. The answers are given.
1. Llanrwst is a large market town. ‘It’s a little market town.’
2. The bridge was built by Inigo James. Inigo Jones
3. He built the bridge in 1638. 1636
4. Llanrwst has lots of visitors in winter. in summer
5. The café in the cottage looks beautiful in the spring. in the autumn
6. The cricket team play on Sundays. on Saturdays
7. There are mountains on one side of the valley and trees on the other. ‘and fields [on] the
other’
B. Gap-fill (T225)
Catherine talks about going down to the nearest major town, Llandudno.
Ask your students to listen and complete the sentences. The answers are highlighted and
underlined.
1. Catherine can see mountains from the back of her house.
2. There are trees each side of the road from Llanrwst to Llandudno.
3. The road follows the river down to the sea.
4. There are beautiful hotels along the promenade in Llandudno.
5. Catherine goes to Llandudno at least once a week.
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Teacher!s Notes
C. Questions (T226)
Catherine talks about a typical day out in Llandudno.
Ask your students to answer the questions. The answers are given.
1. Which supermarket does Catherine go to? Asda
2. Who does she take with her? her friend
3. What day do they usually go to Llandudno? on Friday
4. What is The Cottage Loaf? It’s a (little, tiny) pub.
5. What does Catherine’s friend love buying? clothes
6. What time does Catherine usually come home from her day in Llandudno? about half-
past four
D. Corrections (T227)
Catherine talks about housework and a typical Saturday.
Ask your students correct the mistake in each sentence. The answers are given.
1. Catherine’s husband hates doing the washing. ‘And my poor husband is home doing
the washing every week, which he loves.’
2. Catherine does the ironing on Monday mornings. ‘I do that first thing on a Saturday
morning.’
3. On Saturdays she meets her friends for lunch. for coffee
4. They spend two hours together. They meet from 11 to 12, i.e. one hour.

students.

A. Sentence stress (T228–T234)
Explain that speakers stress the words they feel are important to convey their meaning.
If your students have literacy problems, play the following sentences and ask them to tap out
the stressed words on their tables or clap when they hear the stressed word. If your students
don’t have literacy problems, ask them to underline the stressed words in the following
excerpts.
(T228) 1. It’s a pretty little town.
(T229) 2. it has lots of visitors in summer
(T230) 3. beautiful colour in the autumn
(T231) 4. There’s a nice bowling green there.
(T232) 5. Yes, it’s a very pleasant place to live.
(T233) 6. we have a day out on a Friday, usually
(T234) 7. We do our shopping in Asda.
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Teacher!s Notes

The first words in these minimal pairs are words that Catherine used in the interview. You
may wish to give definitions of the second words, but this is not necessary as you can explain
to your students that the emphasis here is on the sounds of English, and not on vocabulary.
river/liver clothes/crows
watch/wash washing/watching
back/pack dry/try
shopping/chopping

Ask your students to listen and underline which word they hear. The answers are highlighted
and underlined.
1. This river/liver is wonderful!
2. You need a watch/wash.
3. My back/pack is hurting.
4. You do the shopping/chopping and I’ll do the cooking.
5. What a lot of clothes/crows!
6. He’s always washing/watching his car.
7. You must dry/try this.
D. Weak forms (T237)

As with Danny’s interview, the citation form of to, for, from and of has changed to a weaker
form in spoken English which is not as clear. Ask your students to try to fill in the missing
words in these excerpts and then listen to check their answers.
Can they tell you how the pronunciation of to, for, from and of changes in informal spoken
English?
1. What kind of place is it?
2. So can you see the mountains from your house?
3. So Llandudno is next to the sea, then...
4. Lots of people go and watch it on a Saturday afternoon.
5. What time do you come home from a day in Llandudno?
6. Then I go out and meet a couple of my friends for coffee.

town/down very/ferry
old/hold next/nest
green/grin called/cold
back/pack
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Teacher!s Notes

1 1 2 3 4 5
town # # #
down # #
2 1 2 3 4 5
old # #
hold # # #
3 1 2 3 4 5
green # # #
grin # #
4 1 2 3 4 5
back # #
pack # # #
5 1 2 3 4 5
very # # #
ferry # #
6 1 2 3 4 5
next # # #
nest # #
7 1 2 3 4 5
called # #
cold # # #
G. "um! for pauses (T240)

Explain to your students that when people are talking they often say ‘um’ while they are
giving themselves time to think about what they are going to say next. Ask what sounds the
students make in their own languages when they are pausing.
Play the following excerpts and ask your students to mark where Catherine uses ‘um’, as has
been done for you below.
1. And um, it has lots of visitors in summer.
2. And there’s a putting place on the um, the other side of the river.
3. Um, and they play cricket there…
4. We meet in a little old-fashioned café called the Hên Aelwyd...um, only 11 till 12.
H. Recognising individual words in a stream of speech – dictation (T241–T249)

Play these excerpts from Catherine’s interview and ask your students, ideally in pairs, to
slowly.
(T241) 1. It’s a pretty little town.
(T242) 2. It has lots of visitors in summer.
(T243) 3. And they sell cream teas...
(T244) 4. Lots of people go and watch it on a Saturday afternoon.
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Teacher!s Notes
(T245) 5. So can you see mountains from your house?

(T246) 6. Do you go there quite often?
(T247) 7. Does your husband do the ironing as well?
(T248) 8. I do that first thing on a Saturday morning.
(T249) 9. Then I go out and meet a couple of my friends for coffee.
I. Hearing the sounds of English 3 (T250)

speaker.
built/build meet/mitt
team/Tim side/sight
live/leave quite/quiet
first/thirst
J. Discriminating between minimal pairs of sounds 3 (T251)

1 1 2 3 4 5
built # # #
build # #
2 1 2 3 4 5
team # # #
Tim # #
3 1 2 3 4 5
live # #
leave # # #
4 1 2 3 4 5
first # #
thirst # # #
5 1 2 3 4 5
meet # #
mitt # # #
6 1 2 3 4 5
side # # #
sight # #
7 1 2 3 4 5
quite # # #
quiet # #
K. Linking (T252)
As with Danny’s interview there are numerous examples of linking in this interview.
lectures.
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Teacher!s Notes
word begins with a vowel, as in these excerpts from the interview. However, linking also
occurs with other sounds.
Ask your students to mark where linking occurs in these excerpts from the interview.
1. Well, it’s_a little market town.
2. It’s_a pretty little town.
3. There’s_a river flowing through it...
4. it has lots_of visitors_in summer
5. There’s_a nice bowling green there.
6. Round the back_of it, yes, easily.
7. 'Queen of Resorts_of North Wales', they reckon.
8. Beautiful hotels_along the promenade...
9. Once_a week at least, yes.
10. And it’s_usually dry and folded by the time I get home.
L. Gap-fill – elision (T253–T260)

As we heard in Danny’s interview, when speaking quickly in English, people often miss out
individual sounds at the ends of words – a process known as elision. For example, a speaker
will say las’ night instead of last night, jus’ got here instead of just got here, or trie’ to
instead of tried to.
(T253) 1. Well, it’s a little market town.
(T254) 2. and an old bridge...
(T255) 3. There used to be tennis courts there.
(T256) 4. Round the back of it, yes, easily.
(T257) 5. Yes, it’s a very pleasant place to live.
(T258) 6. So Llandudno is next to the sea, then...
(T259) 7. take my friend...
(T260) 8. We’ll have gone about ten in the morning.

Ask your students to fill in the blanks with words they heard during Catherine’s interview.
The words are listed in the box to help them. The answers are highlighted and underlined.
1. A place which is bigger than a village, but smaller than a city is called a town.
2. The best place to go fishing in this river is near the old bridge.
3. My sister lives in a tiny old cottage in the country.
4. What colour is your new car?
5. In the summer I play tennis and in the winter I play squash.
6. Lots of people watch television before they go to work.
7. The highest mountains in Norway always have snow on them, even in summer.
8. There is a big field behind my friend’s house which is full of sheep.
9. The River Conway flows into the sea at Llandudno.
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Teacher!s Notes
10. They say hotels in New York are very expensive. Even a cheap one costs at least $100 a
night.
11. Your feet are tiny! Mine are twice as big as yours!
12. My husband and I share the housework.
13. This plant is very dry. Shall I give it some water?
14. I’ve never been to Turkey.
15. We always go shopping on Thursdays.
16. How long have you been living in this flat?
B. Gap-fill (T261)
without hearing the extract again. The missing words are listed in the box. One of the words is
used twice.
Give them a few minutes to try to predict the missing words before they listen. The answers
are highlighted.
Catherine: We do (1) our shopping in Asda. Park there. Go up town. Park there again.
Have (2) lunch in a little… little tiny pub (3) called the Cottage Loaf. And then
we do the shopping at the main (4) street, for my friend (5) loves to shop for
clothes and things. (laughs)
Interviewer: What time do you come (6) home from a day in Llandudno?
Catherine: Oh, about (7) half-past four. We’ll have gone about 10 in the morning. And my
poor (8) husband is home doing the (9) washing, every week, which he
(10) loves. And it’s usually dry and folded by the (11) time I get home.
Interviewer: Does your husband do the ironing as well?
Catherine: No, no, no. I do that (12) first thing on a Saturday morning. Then I go (13) out
and meet a couple of my (14) friends for coffee.
C. The present simple and present continuous

We generally use the present simple to talk about things that happen regularly, as in this
example from Catherine’s interview:
We do our shopping in Asda.
We generally use the present continuous to talk about things we are doing at the moment, as
in this example:
'It’s my birthday and I am having a wonderful day'.
Ask your students to put the verbs in brackets into either the present simple or the present
continuous, as appropriate.
1. Can you speak a bit louder? Adrian (cut) is cutting the grass and I can’t hear you very
well.
2. Normally I (do) do all the cooking at the weekend.
3. My sister (study) is studying to be a lawyer.
4. We (go) go to Canada at least twice a year.
5. I usually (start) start work at 9, but sometimes I (go) go in earlier.
6. Sarah (play) is playing in the garden. Shall I get her for you?
7. This train (go) is going really slowly. I’m sure we’re going to be late.
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Teacher!s Notes
D. Transformations
Ask your students to change the word in each bracket which Catherine used in her interview
to form a word which fits the gap.
1. This is the (pretty) prettiest village I’ve ever seen.
2. Who is the (old) oldest of your brothers and sisters?
3. This (built) building wasn’t here when I was a girl.
4. Don’t forget to (covered) cover the fish with milk before cooking.
5. I drew the picture and then Daisy (colour) coloured it in. Isn’t it great?
6. Who’s your favourite football (play) player?
7. I’m (watch) watching a really interesting programme. Can I call you back?
8. I think you’ll find it’s (easily) easier to open if you take the plastic off.
9. The best (shopping) shops are at the other end of High Street.
10. I like her new boyfriend. He’s much (friend) friendlier than her last one.
11. Can you seek a (park) parking space anywhere?
6 Transcript (T262)
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Teacher!s Notes
Unit 13 – Anders
Introduction to Anders
Anders lives and works in Gothenburg in Sweden. He originally qualified as an English and
German teacher, but he has since studied employment law and now works for one of
Sweden’s biggest training companies. He and his partner live in a new flat near a canal.
Anders speaks very good English with a slight Swedish accent.
Key Lexis
• (a) canal – a man-made channel for water
• inhabitants – An inhabitant is someone who lives in a particular place.
• (a) ferry – a boat or ship taking passengers to and from places as a regular service
• industrial – (in this case, an industrial town) used to describe a city or town where products
are made in factories
• (a) lake – a large area of water surrounded by land
A. Discussion
Ask the students to discuss the questions in the SB in small groups. Then ask them to share
their answers with the rest of the class.
The Factfile below has been compiled to help you.
Factfile: Sweden
• Sweden shares borders with Norway to the west and Finland to the north-east. It also shares
water borders with Denmark, Germany and Poland to the sound and Estonia, Lithuania and
Russian to the east.
• Sweden is connected to Denmark by the Öresund bridge, opened on July 1 st, 2000. It takes
just 30 minutes to cross the bridge by car.
• Third-largest country in Western Europe (forests 53%, mountains 11%, cultivated land 8%,
lakes and rivers 9%).
• Sweden is a constitutional monarchy in which the current king of Sweden, Carl XVI Gustaf
is the head of state, although he has no political power.
• Sweden joined the European Union in 1995.
• The capital is Stockholm. Other major cities are Gothenburg, Malmo and Uppsala.
• The Nobel Prize is the legacy of Sweden’s Alfred Nobel (1833—1896), the inventor or
dynamite. Prizes are awarded to “those who, during the preceding year, shall have
conferred the greatest benefit on mankind.” The prizes were originally for achievements in
the following five areas: chemistry, physics, literature, physiology or medicine, and peace.
Since 1968 the ceremony has included the Sveriges Riksbank Prize in Economic Sciences
in Memory of Alfred Nobel.
• Money: Swedish krona
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Teacher!s Notes
• Since World War I, Sweden has pursued a foreign policy of nonalignment in peacetime and
neutrality in wartime.
• Most important export goods: Machinery, electronics
and telecommunication, paper, pharmaceuticals, petroleum products, iron and steel,
and foodstuffs
• Immigration: Sweden has quite a high immigration rate. In 2008, 14% of the people living
in Sweden had been born outside the country.
• Daylight hours, winter and summer:
January 1 July 1
Malmö 7 hours 17 hours
Stockholm 6 hours 18 hours
Kiruna* 0 hours 24 hours
(*Kiruna is the northernmost city in Sweden, situated in Lappland province.)
Statistics
Total area: 450,295 sq km
Population: Nearly 9.5 million, with 90% of the population living in the southern half of the
country.
Population density: 21 per sq km (10,292 New York)
B. Normalisation – gap-fill (T263)

his or her voice. This first exercise is a gap-fill based on the start of the interview.
1. Anders came to Gothenburg to study at the university.
2. After his studies he got a job in Gothenburg.
3. He lives close to the water.
4. Gothenburg used to be famous for ship-building.
5. Sweden experienced a financial crisis in 1976.
6. The area where Anders lives was empty for a long time.
Introduction
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Teacher!s Notes
A. Questions (T264)
Anders talks about the area where he lives. Ask your students to listen and answer the
questions.
1. Does Anders live in a house or a flat? a flat (‘all of a sudden they started building er,
flats, and er, luckily enough I, I live in one of those over there)
2. Where does he take the ferry to? work (‘you can actually take the ferry to work’)
3. How long does the ferry journey from Anders’s home to central Gothenburg take? about
20 minutes
4. How long is it on foot from Anders’s home to the ferry stop? about four or five minutes
B. True/false (T265)
Anders talks some more about living in Gothenburg. Ask your students to answer true or
false. Remind them to be prepared to give reasons for their answers.
1. Anders has a fantastic view of the water from his house. (F He says he can only see the
water ‘if I stand on my toes’.)
2. Anders lives less than a minute from the waterfront. (T He says it only takes 30 seconds
to reach the waterfront.)
3. It’s possible to take a ferry from central Gothenburg to Denmark and Norway. (F The
ferries go to Denmark and Germany, not Norway.)
4. Anders often sees these big ferries. (T He says ‘I see them more or less every day’.)
C. Corrections (T266)
Anders talks about Åmål, the town where he grew up. Ask your students to correct the
mistake in each of these sentences.
1. Åmål is about 200 miles north of Gothenburg. 200 kilometres north of Gothenburg.
2. It has around 50,000 inhabitants. 10 to 15,000 inhabitants.
3. Anders said it was possible to cycle anywhere in Åmål. ‘you could walk anywhere’.
4. There was a big fire in Åmål in the 1800s. ‘it was a wooden town, but it burnt down in
the 1600s’.
5. There are still lots of wooden houses in Åmål from the old days. only a few of these
houses left.
6. Lake Vänern is the biggest lake in Sweden. the second-biggest lake in Sweden.
D. Gap-fill (T267)
Anders talks about his mother. Before they listen, ask your students to try to predict which
words, or which types of words (nouns, adjectives, prepositions, parts of verbs, etc.) will fit in
the gaps. Then ask them to listen and check their answers.
1. Anders goes to visit his mother in Åmål regularly.
2. He goes to see her in Åmål more often than she comes to visit him in Gothenburg.
3. This is because she’s quite elderly and she finds it difficult to walk and to sit in a car or
get on a train.
4. Anders and his mother often speak to each other on the phone.
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Teacher!s Notes

students.

A. Recognising individual words in a stream of speech – dictation (T268–T273)
Play these excerpts from Anders’s interview and ask your students, ideally in pairs, to
slowly.
(T268) 1. They used to build ships in Gothenburg.
(T269) 2. but I moved away from there when I was in my 20s
(T270) 3. Can you see the water from where you live?
(T271) 4. You had everything you needed.
(T272) 5. Yes, I’ve still got my mother up there.
(T273) 6. She’s quite old and she finds it difficult to walk.

when the difference between similar words is minimal.
The first words in these minimal pairs are words that Anders used in the interview. You may
his/is live/leave
right/light had/hat
think/sink

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Teacher!s Notes
1 1 2 3 4 5
his # # #
is # #
2 1 2 3 4 5
right # # #
light # #
3 1 2 3 4 5
think # # #
sink # #
4 1 2 3 4 5
live # #
leave # # #
5 1 2 3 4 5
had # #
hat # # #
D. Contractions (T276)
appropriate contractions of the words which are highlighted and underlined. Then ask them to
listen to find out if they were correct.
Make sure they look at the example first:
Example: Yes, that is right. that’s
1. and I have lived there ever since I started university... I’ve lived
2. It is about four or five minutes, so you cannot complain. It’s/can’t
3. That is quite nice. That’s
4. the biggest ones do not go into town don’t
5. they are too big they’re
6. So you said it is 200 kilometres north of Gothenburg. it’s
7. Yeah. That is the second-biggest er, lake in Sweden. That’s
8. That is a bit confusing. That’s
9. I have still got my mother up there... I’ve
10. she is quite old. she’s

years/jeers back/pack
north/Norse grew/glue
old/hold
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Teacher!s Notes

1 1 2 3 4 5
years # # #
jeers # #
2 1 2 3 4 5
north # #
Norse # # #
3 1 2 3 4 5
old # # #
hold # #
4 1 2 3 4 5
back # # #
pack # #
5 1 2 3 4 5
grew # # #
glue # #
G. Simplification – weak forms (T279)

As we heard with both Danny and Catherine, when we speak quickly a process known as
‘simplification’ occurs. Basically the speaker takes short cuts and doesn’t articulate
unstressed words fully. The term ‘weak forms’ refers to very common grammatical words
such as prepositions whose pronunciation changes significantly in fast, informal spoken
English. Some of the most common weak forms are of, for, from and to.
First ask your students to predict which words fit in the gaps, then ask them to listen to check
their answers. After they have completed the exercise ask them to compare the articulated,
dictionary pronunciation of the missing words with the way they were pronounced in the
interview.
1. the western part of Sweden
2. but I moved away from there when I was in my 20s
3. I moved to Gothenburg.
4. the area was empty for years and years
5. and then all of a sudden they started building er, flats
6. you can actually take the ferry to work
7. nothing of that kind

speaker.
lake/rake said/set
still/steel all/hall
but/putt

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Teacher!s Notes
1 1 2 3 4 5
lake # # #
rake # #
2 1 2 3 4 5
still # # #
steel # #
3 1 2 3 4 5
but # # #
putt # #
4 1 2 3 4 5
said # # #
set # #
5 1 2 3 4 5
all # #
hall # # #
J. Simplification – elision (T282)

As we heard with Danny and Catherine, another process that occurs when people are talking
quickly is elision – this is the missing out of sounds, particularly –d and –t. Elision makes it
difficult for students to recognise even those words that are part of their active vocabulary.
Ask your students to fill in the missing words in the following extracts from the interview, all
of which have been affected by elision.
1. when I wanted to start my studies
2. I moved to Gothenburg...
3. I’ve lived there ever since I started university...
4. it’s about twenty/20 minutes
5. you can’t complain
6. the biggest ones don’t go into town
7. Yeah. That’s the second-biggest er, lake in Sweden.
8. That’s a bit confusing.
9. Do you ever go back to Åmål?

Anders’s interview. The words are listed in the box to help them. The answers are highlighted
and underlined.
1. I’m going home – I’m really tired.
2. That park over there is where I used to play football when I was a kid.
3. We moved here two years ago because we wanted a home with a garden.
4. I’m starving! I haven’t had anything to eat since breakfast.
5. I love swimming, but I hate going under the water.
6. The Government is going to build another 100,000 homes for the needy over the next
five years.
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Teacher!s Notes
7. I need to get some more petrol – the tank’s nearly empty.

8. We started off in Athens and then we took a ferry to a nearby island.
9. I know it rained yesterday, but the weather’s been wonderful for the past month or so, so
we can’t complain.
10. The instructor began the lesson by telling us to bend over and touch our toes.
11. We had the picnic under a tree because it was too hot to sit in the sun.
12. I’m sorry – I’ve burnt the toast again.
13. Is there any mashed potato left? I’m really hungry.
14. At the top of the mountain there’s a lake where you can go swimming or sailing in
summer.
15. The road signs were a bit confusing so I got lost twice, but I was only 20 minutes late.
B. Verbs in the simple past

Ask your students to change the verb stem in each bracket into the simple past. All the verbs
are taken from the interview and appeared in the simple past.
1. We (move) moved here in 2005.
2. When I was young I (want) wanted to be a train driver when I (grow) grew up.
3. I (stop) stopped eating meat when I (be) was 17.
4. I (have) had to stay late at work yesterday because I (need) needed to finish a report.
5. When I (be) was young I (can) could cycle up this hill without stopping!
6. Where’s Peter got to? He (say) said he would be here at eight.
C. Prepositions and adverbs

Ask your students to insert the correct preposition or adverb listed in the box to fit the gaps.
They are all taken from the interview. Some of them are used more than once.
1. Where do you come from?
2. We live in north-east London.
3. I haven’t seen you for ages.
4. Would you like some milk with your tea?
5. Can you get your dog away from the food, please?
6. I’ve been waiting for a bus since six o’clock.
7. Come round to my place tonight and tell me all about your holiday.
8. It’s a beautiful house, but it’s very near a main road, so there’s always a lot of traffic
noise, even at night.
9. How far is it from your house to the town centre?
10. I was walking along the street on my way to work when suddenly I walked into a lamp-
post.
11. I can see Notre Dame Cathedral from my office window!
12. Someone stood on my toe on the subway and now it’s black and blue.
13. I walked up and down the market for hours yesterday looking for strawberries.
14. Brighton is about 60 miles south of London on the south coast.
15. This garden reminds me of the one my grandmother had when I was growing up.
16. I need to go back home. I think I left the window open.
17. My son’s always on his mobile phone these days.
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Teacher!s Notes
6 Transcript (T283)
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Teacher!s Notes
Unit 14 – Jackie
Introduction to Jackie
Jackie comes from Cardiff in South Wales, but she now lives in Cornwall in south-west
England.
Key lexis
• Carlyon Bay – The name of the bay is Carlyon. A bay is part of the coast where the land
curves in a semi-circle.
• Cornwall – the most south-westerly county in England
• tall ships – old ships with huge masts (A mast is the tall pole on a ship which supports the
sails.)
• the Eden project – a popular tourist attraction in Cornwall consisting of two enormous
domes (i.e. giant greenhouses) where you can see plants and trees from all over the world
students to familiarise themselves with Jackie’s voice.
Gap-fill (T284)
Ask your students to complete the following sentences. The answers are highlighted and
underlined.
1. Carlyon Bay is right on the coast.
2. Jackie and her husband live up the fields from a small village.
3. There is a beautiful harbour below them.
4. It’s called Charlestown Harbour.
5. They keep ‘tall ships’ down in the harbour.
6. These are very old ships which they use when they make films.
7. They filmed ‘Mansfield Park’ near where Jackie lives, and the last Three Musketeers
film.
8. Near the harbour there is also a beach.
9. There are beautiful sandy beaches all around Carlyon Bay.
10. Jackie says the whole area is wonderful, but very touristy.
11. A lot of people come to Cornwall on holiday.
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Teacher!s Notes

Jackie’s interview. The words are listed in the box to help them. The answers are highlighted
and underlined.
1. I’ve never been to Sweden. What’s it like?
2. Come you tell me what you did at school today.
3. I grew up in a little village in the country, but I moved to London when I was 20.
4. The place we were staying in was right next to a harbour full of little fishing boats.
5. I think they should make a film about your life. You’ve done so many interesting things.
6. I prefer sandy beaches to ones with stones.
7. There are lots of sheep in the fields behind our house.
8. My favourite city in the world is Munich.
9. That’s the last time I lend you any money!
10. Shall we invite Anders as well?
B. Prepositions and adverbs

They are all taken from the interview. One of them is used twice.
1. Which US state is Boston in? Is it Massachusetts?
2. We’re going on holiday to Switzerland next week.
3. We’ve got a little holiday cottage on the west coast of Scotland.
4. This is the best knife for peeling potatoes.
5. When I have a day off I love walking around the shops.
6. We’re just been to that new Mexican restaurant. It was brilliant!
7. What’s your new manager like? Do you get on with her?
8. We live about five minutes from the train station, so we can pick you up if you like.
9. My best friend lives down the read, so we see a lot of each other.
10. My cousin has travelled all over the world.
4 Transcript (T284)
www.frenglish.ru
Teacher!s Notes
Unit 15 – Tammy
Introduction to Tammy
Tammy grew up in Canada but left in her 20s. She now works as a theatre sister and lives in
east London, but she has retained her Canadian accent.
Key lexis
• the bay – A bay is part of the coast where the land curves in a semi-circle.
• a peninsula – a long piece of land which sticks out into the ocean
students to familiarise themselves with Tammy’s voice and practise constructing meaning.
1. Chilliwack is a very small town outside Vancouver.
2. It’s surrounded by mountains, rivers and lakes.
3. It’s a very pretty farming community.
4. Chilliwack is about 65 miles from Vancouver.
Gap-fill (T286)
Ask your students to complete the following sentences. The answers are highlighted and
underlined.
1. Tammy says Vancouver is a really pretty city.
2. It’s surrounded by mountains.
3. It overlooks the ocean and the bay.
4. The University of British Columbia is on a peninsula.
5. English Bay is where all the ships wait to come into the harbour.
6. Vancouver has some beautiful bridges.
7. The Lion’s Gate Bridge begins in Stanley Park.
8. This is in the heart of Vancouver.
9. The Lion’s Gate Bridge ends on the North Shore.
10. All the rich people live there in their big, fancy houses.
11. There are two ski hills in Vancouver: The Cypress Bowl and Grouse Mountain.
12. They have night skiing there all winter.
13. The oldest part of Vancouver is called Gastown.
14. The oldest hotel in Vancouver is about 70 years old.
www.frenglish.ru
Teacher!s Notes

Tammy’s interview. The words are listed in the box to help them. The answers are
highlighted and underlined.
1. What’s your cat called?
2. Shall I wait outside in the car?
3. My father grew up in Southampton, but he moved to Bristol when he was 18.
4. Could I just have a small piece of cake, please? I’m not very hungry.
5. Can you wait for me? I just need to change my shoes.
6. There’s a little park near us where the kids play football on Saturdays.
7. You know what they say – cold hands, warm heart!
8. They’re not rich, but they have enough money to live comfortably.
9. We had loads of snow last winter.
B. Prepositions and adverbs

They are all taken from the interview. Some of them are used twice.
1. I think children grow up too quickly these days.
2. They live in a little village surrounded by hills.
3. Why don’t you come in out of the cold?
4. How long does it take you to get home from work?
5. She’s got a wonderful apartment in the centre of Washington DC.
6. If you stand in our kitchen you get a beautiful view across to the other side of the valley.
7. Do you get lots of rain here in winter?
8. This restaurant is just as nice as the Peking Chef and it’s half as expensive.
9. I left Martin at home because he isn’t feeling at all well.
www.frenglish.ru

Real Lives Real Listening Elementary Teachers

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Real Lives Real Listening Elementary Teachers

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Real Lives, Real Listening: Elementary

Real Lives, Real Listening: Elementary

© HarperCollins Publishers Ltd 2013. www.collinselt.com 1

Normalisation – sentence stress (T2–T7)

© HarperCollins Publishers Ltd 2013. www.collinselt.com 2

A. Part 1 – Ticking boxes (T8)

B. Part 2 – Ticking boxes (T9)

! apple ! fir " palm

2. He likes plants from ______.

! houses ! planes " trains.

4. Jackie’s sister has ______.

3 Interesting Language Points

4 Further Listening Practice

© HarperCollins Publishers Ltd 2013. www.collinselt.com 3

B. Discriminating between minimal pairs of sounds 1 (T11)

C. Recognising individual words in a stream of speech 1 – weak forms (T12)

© HarperCollins Publishers Ltd 2013. www.collinselt.com 4

6. he works in the centre of London

D. Recognising individual words in a stream of speech 2 - linking (T13–T14)

E. !er! for pauses (T15)

F. Recognising individual words in a stream of speech 3 – elision (T16)

© HarperCollins Publishers Ltd 2013. www.collinselt.com 5

2. working for lastminute.com

G Hearing the sounds of English 2 (T17)

H. Discriminating between minimal pairs of sounds 2 (T18)

I. Recognising individual words in a stream of speech 4 – dictation (T19–T28)

© HarperCollins Publishers Ltd 2013. www.collinselt.com 6

(T21) 3. she’s been in hospital as well

5 Further Language Development

© HarperCollins Publishers Ltd 2013. www.collinselt.com 7

C. Present simple and present continuous

D. Prepositions and adverbs

© HarperCollins Publishers Ltd 2013. www.collinselt.com 8

6. Have you heard? Anne’s in hospital with a broken leg!

© HarperCollins Publishers Ltd 2013. www.collinselt.com 9

A. Normalisation – recognising features of a London accent (T32–T33)

© HarperCollins Publishers Ltd 2013. www.collinselt.com 10

B. Normalisation – anticipating the next word (T34–T38) (T39–T43)

© HarperCollins Publishers Ltd 2013. www.collinselt.com 11

3 Interesting Language Points

4 Further Listening Practice

2. She has er, three children.

3. I don’t know her age.

4. She has er, two brothers and two sisters.

5. The others all live in Ireland.

B. Recognising individual words in a stream of speech 1 – linking (T46–T47)

© HarperCollins Publishers Ltd 2013. www.collinselt.com 12

C. Hearing the sounds of English 1 (T48)

D. Discriminating between minimal pairs of sounds 1 (T49)

E. Recognising individual words in a stream of speech 2 – gap-fill (T50)

F. "er! for pauses (T51)

© HarperCollins Publishers Ltd 2013. www.collinselt.com 13

G. Sentence stress (T52)

H. Hearing the sounds of English 2 (T53)

I. Discriminating between minimal pairs of sounds 2 (T54)

J. Recognising individual words in a stream of speech 3 – weak forms (T55)

© HarperCollins Publishers Ltd 2013. www.collinselt.com 14

K. Recognising individual words in a stream of speech 4 – elision (T56)

5 Further Language Development