Suggested implementation: 1. Get pairs, small groups, or even the whole class to
challenge each other on the various can-do statements:
Mikael, can you describe a person’s appearance? Yes, I can. I can talk about their height, or weight, the colour of their hair. Can you give me an example? Well, I can say someone is fat or overweight. Or, if I don’t want to be rude I may say they are a bit plump. 2. If students have performed a conversation of their own
making in the class and have a written record of it, get
them to identify the use of the can-do statements within
their record.
3. Always encourage students to keep an active record of
their can-do achievements and follow up with you if they
are unsure.
FEATURES What are they? All the units contain feature boxes providing extra
information and support for the content of the unit as a
whole. These serve well as fi llers if you have a few spare
minutes during the lesson or for providing independent
homework ideas.
Suggested implementation: 1. Useful tips: These blues boxes appear at varying points in
the units and contain ideas for improving the students’
speaking skills. Discuss the tip and decide whether it
could be useful in your students’ everyday lives.
2. Language notes: These green boxes appear at varying
points through the units and contain additional
information about language from the
Conversations .
They can be used as a starting point for discussion,
or to elicit further examples of the language identifi ed.
