3. Use reading aloud strategies to focus students on the
particular pronunciation issues highlighted in the section.
SAYING IT APPROPRIATELY What is it? Saying it appropriately deals with issues of tone and
intonation. The focus in
Speaking A2 is on issues that are
important to the lower-level student like politeness, and
formality and informality.
Suggested implementation: 1. Use roles cards to switch situations between different
registers or tenors (formal/informal, certain/uncertain,
assertive/guarded).
2. Find fast-moving games and activities like throwing a
bean bag to indicate it’s someone’s turn to speak.
3. As above, you can use reading aloud strategies to
focus students on the particular pronunciation issues
highlighted in the section.
GET SPEAKING What is it? The exercises in
Get speaking allow self-study students
to make notes in preparation for a roleplay in which they
interact with CD. The structure of most of the exercises
allows them to be easily translated to the classroom
environment where their scope can be extended.
Suggested implementation: 1. Where the
Get speaking activity assigns role to the
speakers, make roles cards for students (A and B).
2. Get students to use the transcripts and suggested
answers, in the back of the book, to either rehearse their
own ideas, or to check their improvisations.
MY REVIEW What is it? My review gives a list of can-do statements for the unit. Use
it fi rst and foremost as a way of checking that the students
feel comfortable that they have made progress in the class
and can make these statements with some confi dence.
There are some additional ideas for its use below.
