3. Give each student one photograph, and tell them to
keep it secret. (Ensure that you have given out both pairs
of identical photographs.)
4. Students should get up and mingle around the room
describing their photograph (
These are young people ,
they are in the park , …) until they think they have found
their partner. At this point they can compare photos to
see if they are right.
Using Conversations After
Exercise 2 , to test their full understanding, ask
students to work in pairs and fi nd the phrases which gave
them the answers to
questions 1–8 .
1. I’m getting married.
2. I’ve got a new job.
3. I have a meeting with Mr Williams.
4. Yes, everything was fi ne, thanks.
5. No, not yet. It’s really diffi cult.
6. She’s in my sister’s class.
7. She’s doing an internship.
8. He runs our new offi ce.
The variety of short scripted conversations in these units
gives students ample opportunity for tightly controlled
practice. After completing the
Conversations section always
ask the students to rehearse and perform one or other of
the dialogues for the class. It is a good idea to get them
to come to the front to perform rather than letting them
do it from their chairs. There are ten roles across the four
conversations here; you can repeat one scene more than
once if you have more students, but there are plenty of
other opportunities in other units.
Using Useful tip: introducing friends You can practice the intonation for this type of introduction
with a bean-bag throwing game. You can use a ball or
whatever you have that won’t hurt anyone!
1. Model the intonation with the names of two students.
Explain to students that the intonation often becomes
more pronounced because the grammar is omitted.
Mario, Beatriz. Beatriz, Mario.
