5. Monitor to help students who are struggling and stop
when you feel the students are running out of ideas.
6. At the point at which you stop, the picture the student is
holding is their ‘friend’ and they must come to the front
of the class to introduce them to the rest of the class.
This is my friend Hector. He’s … .
7. Encourage the other students to ask one or two
questions at the end of each introduction.
Using Conversations 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 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
talk from their chairs. There are six roles across the three
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 : negative expressions At this point you may want to expand the students’
receptive vocabulary of qualifi ers – maybe they will start to
use them in their roleplays.
1. Read through the
Useful tip: negative expressions and ask students, in pairs, which speakers were more
tentative in their views.
Which speakers were careful about sounding rude? (Jon –
looks a bit odd and Charlie
–
kind of short and a bit plump ).
2. Ask students if they can identify intensifi ers in the
conversations.
Which speakers wanted to make their comments stronger? Which words did they use? (Adam
–
very intelligent ; Rosa –
really strange and Charlie –
so two-faced ).
