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SkillsOn Course B1

Teacher’s NotesUnit 0Listening

a. Ask students, what London districts they’ve heard of. Do they know Notting Hill and the Brick Lane area?

b. Tell them that they will be listening to a recorded message about walking tours in these two areas and ask them to look at the table.

c. Explain that they will need to tick the boxes to show what happens on which walking tour. Sometimes more than one walk may get a tick.

d. Play the CD, allowing students to tick as they listen, or, at first, just to listen.

e. Play it again. This time, students must tick what they hear.

f. Go through the answers with the class. Play again if necessary.

Answers

Which tour ...Brick Lane Walk

Nothing Hill Walk

only happens on saturdays? �

involves visiting a market? �

includes lunch? �

starts at a tube station? � �

Shows you where famous people live?

�

ends at 12 midnight? �

Transcript

Thank you for calling Love London Walking tours. We’re closed at the moment. To talk to us, please call between nine a.m. and five p.m.

Here is some information about weekend walking tours.

The Brick Lane Walk starts at 11 a.m. on Saturday and on Sunday mornings. Learn all about the history of this special district, now famous for its Indian restaurants. Meet us outside Aldgate East tube station and walk with us along this road of exotic delights. Many of the people living here now are from Bangladeshi families, so you can buy fantastic South Asian sweets and pastries. Of course we’ll finish our walk with a delicious Indian meal. It’s included in the price of fifteen pounds.

Saturday morning is market morning in Notting Hill so meet us at 10 a.m. outside Holland Park tube station for the Notting Hill walk, and we’ll discover Portobello Market together. You’ll also see famous film locations and the homes of stars. The streets of this fashionable city-centre village are attractive and the shopping couldn’t

be better. Our tour lasts two hours and costs only five pounds. The rest of your money, and of your day, is for shopping, shopping, shopping!

To hear this information again, please press one.

Readinga. Give students a few minutes to read through

the text. Answer questions about vocabulary.

b. Give students time to look at the questions and find the answers. They then compare answers with a partner.

c. Go through the questions one by one, asking students to call out the answers.

Answers

1 Because he comes from Notting Hill.

2 No, you can’t but you’ll see their homes.

3 They were very expensive.

4 No, it wasn’t.

5 He spoke too quietly.

Writinga. Tell students to imagine they have just taken a

guided tour. It could be a tour of any place that interests them.

b. They should write a comment, or review of the tour for a travellers’ website, using the ideas given and using the Notting Hill tour review as a model.

c. Give students about 15 minutes to write alone. Help individuals as needed.

d. Let students look at each other’s texts and correct any mistakes they see or make suggestions for improvement.

e. Ask one or two students to read their texts out.

SpeakingPreparation

a. Ask students to work in pairs to match the sentence beginnings and endings.

b. Check and correct with the whole class.

Answers

1 c

2 d

3 g

4a

5 h

6 f

7 b

8 e

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SkillsOn Course B1

Teacher’s Notes

Task

a. Now ask students to work in groups of about four and look at the four walking tours.

b. They should discuss each tour and agree on which one to take.

c. They can use the language from the preparation task to help them.

Round-up

See which tour was most popular among the whole class. Let anyone who has been any of the tour locations, or has plans to visit it, tell the class about it.

Reinforcement

Ask students to pick out all the positive adjectives in the Notting Hill Tour review. What/who else could they describe as friendly, fantastic, delicious etc?

Extension

Ask students to imagine they have now gone on the tour they chose in the speaking task, and to write an email to a friend describing it.

Unit 0

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On Course B1

Teacher’s NotesSkills

Listeninga. Ask students about the best birthday presents

they have ever received.

b. Tell them that they will be listening to a girl telling a boy about her birthday present and ask them to look at the sentences.

c. Explain that they will need to say whether the sentences are true or false.

d. Play the CD, allowing students to write true or false as they listen, or, at first, just to listen.

e. Play it again. This time, students must write true or false.

f. Go through the answers with the class. Play again if necessary.

Answers

1 true

2 false

3 false

4 false

5 true

Transcript

graham Hi Sophie. Did you have a nice birthday yesterday?

sophie Hi Graham. Yes, it was really nice. And my grandparents gave me an amazing birthday present: a day of adventure sport!

graham Wow! But which sport?

sophie I have to decide. I can go rafting, paragliding or rock climbing. My grandparents said I could choose bungee jumping, too, but my mum was so frightened by that that I immediately said I didn’t want to do it.

graham I bet your mum is worried about the other sports, too.

sophie Yes, she is. I think she was a bit angry about the present, but my grandparents know what I like! Which sport do you think I should do?

graham Oh, I’d go paragliding. Everybody dreams of being able to fly, and how often do you really get the chance?

sophie Actually, I think I’m a bit too scared. I think I’ll go climbing.

graham I don’t understand. If you’re afraid of flying why aren’t you afraid of climbing? You’ll be very high up too if you go climbing.

sophie I know, it’s not really logical is it? But you can climb with other people, and with paragliding, you’re all alone in the sky.

graham No, you’re not. You can’t just go paragliding alone without learning how to do it. You’ll have to fly with a teacher first.

sophie Oh, I didn’t know that. But I still don’t like the idea. I’m going to choose climbing.

graham You’re crazy! But it’s your present.

Readinga. Give students a few minutes to read through

the text. Answer questions about vocabulary.

b. Give students time to look at the questions and find the answers. They then compare answers with a partner.

c. Go through the questions one by one, asking students to call out the answers.

Answers

1 No, it didn’t. She spent the morning inside and the afternoon outside.

2 She thought they were fantastic.

3 No, she didn’t.

4 Her feelings were both positive and negative.

5 No, she hasn’t.

Writing

a. Tell students to imagine they have just come back from a day doing an interesting sport.

b. Ask them to write an email to a friend about it, using the ideas given and using Sophie’s email as a model.

c. Give students about 15 minutes to write alone. Help individuals as needed.

d. Let students look at each other’s texts and correct any mistakes they see or make suggestions for improvement.

e. Ask one or two students to read their texts out.

SpeakingPreparation

a. Ask students to work in pairs to complete the questions so that they fit the answers.

b. Check and correct with the whole class.

Sample answers

1 What did you do last weekend?

2 Had you done it before? / Had you gone climbing before?

Unit 1

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SkillsOn Course B1

Teacher’s Notes

3 Did you enjoy / like it?

4 Where did you do it?

5 Will you do it again?

Task

a. Explain to the students that they will need similar questions (but in the third person) to complete the table.

b. Tell them that one of them is Student A and the other Student B. They should look at the relevant table and ask the other student questions so that they can fill in the gaps on their table.

c. Give students 10 minutes to question each other in pairs and fill in the tables.

Round-up

Go around class asking each student to say something about Vanessa or Lukas until all the information about each person has been given.

Reinforcement

Ask the students to imagine they are Vanessa or Lukas and to write an email about their experience last weekend.

Extension

Ask the students to write a flyer for a canoeing weekend, with information about what participants will do, equipment, accommodation etc.

Unit 1

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SkillsOn Course B1

Teacher’s NotesUnit 2

Readinga. Ask students if they would like to learn to cook

any particular type of food.

b. Give students a few minutes to read through the text. Answer questions about vocabulary.

c. Give students time to look at the questions and find the answers. They then compare answers with a partner.

d. Go through the questions one by one, asking students to call out the answers.

Answers

1 true

2 false

3 true

4 false

5 false

Listeninga. Tell students that they will be listening to a girl

telling her father about the cookery course in the reading task and ask them to look at the sentences.

b. Explain that they will need to choose the correct word in each sentence.

c. Play the CD, allowing students to choose as they listen, or, at first, just to listen.

d. Play it again. This time, students must choose the correct word.

e. Go through the answers with the class. Play again if necessary.

Answers

1 fewer

2 very

3 Becky

4 good

5 traditional

Transcript

becky Dad, you love Japanese food, don’t you?

dad Yes, I do. Why do you ask?

becky And, you know, it has so many health benefits. Japanese people live longer than most other people. There are all kinds of health problems that we have in Europe which Japanese people don’t often have.

dad You don’t want to go on holiday to Japan, do you? It’s much, much too expensive!

becky No, I just want to do this Japanese cooking course. Look at this advertisement. I’ll learn all kinds of interesting things.

dad Yes, it looks good. But… 33 euros! That’s a lot of money for you. Can you afford it?

becky Erm, no. But if I learn some fantastic Japanese recipes, I’ll cook the meals for you too. And it’s not that expensive because the price of the food is included. I think it’s actually really good value.

dad Ok, ok. I suppose I can’t complain about a daughter who wants to make me delicious, healthy food. How do we pay?

becky Thanks Dad! Well I can sign up online so… let me see (taps computer keys)… Ok I can book a place now and pay now, or pay cash on the day of the course.

dad Good, then I’ll give you the cash on the day. You know I don’t like paying for things online.

becky Don’t you think that’s a little old fashioned?

dad I’m an old man.

becky Well you’re not ninety, but you could live to be ninety if you have a healthy diet, so I think you should start learning a bit more about modern technology!

Writinga. Tell students to think of something you could

learn which would help you to be healthier. It could be a type of cooking, sports, or anything which you could learn about in a one-day workshop.

b. Ask them to write an advertising text about it for a flyer, using the ideas given and using the Japanese cookery text as a model.

c. Give students about 15 minutes to write alone. Help individuals as needed.

d. Let students look at each other’s texts and correct any mistakes they see or make suggestions for improvement.

e. Ask one or two students to read their texts out.

SpeakingPreparation

a. Ask students to work in pairs to order the words.

b. Check and correct with the whole class.

Answers

1 I can’t stand eating meat.

2 She’s not keen on Chinese food.

3 I’m very fond of dairy products.

4 One of my favourite meals is lasagne.

5 There’s nothing I enjoy more than pizza.

6 What foods do you dislike?

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SkillsOn Course B1

Teacher’s NotesUnit 2

7 What are you fond of?

8 What are your favourite foods?

Task

a. Explain to the students that they will need similar sentences and questions to complete the table and talk about what they like.

b. They should look at the table and fill in the information for themselves.

c. In pairs, they then ask questions and fill in the table for their partner.

d. Give students 10 minutes to question each other and fill in the tables.

Round-up

Go around class asking each pair to say which likes and dislikes they have in common.

Reinforcement

Ask the students to brainstorm food types under headings, e.g. meat, vegetables, fruitor Chinese, Italian, American etc. Write the foods up on the board.

Extension

Ask the students to use the information gained in the speaking task to write a report on the general food likes and dislikes of people their age or people in their class.

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On Course B1

Teacher’s NotesSkills

Listeninga. Ask students if they know of any places where

there are problems with wild animals coming into towns.

b. Tell students that they will be listening to an extract from the radio news and ask them to look at the sentences.

c. Explain that they will need to choose the correct ending for each sentence.

d. Play the CD, allowing students to choose as they listen, or, at first, just to listen.

e. Play it again. This time, students must choose the correct ending.

f. Go through the answers with the class. Play again if necessary.

Answers

1 b

2 b

3 a

4 a

5 a

Transcript

…and that is the end of the business news.

Finally, we have a police announcement for people living in James County, especially in the towns of Mountville and Sandy Bay. Black bears have been seen in both of these towns in recent days. Black bears are not as dangerous as brown bears but can still be very dangerous if they feel threatened or trapped. If you see one, you should stand still but make noise so that the bear knows you are there and is not suddenly surprised by your presence. The bear will normally want to go away but it could become frightened and then aggressive if it doesn’t see a way. Do not make sudden movements. Allow the bear time and space to find a way away from you. Baby bears look dangerously like teddy bears. Never allow children to get close to the bear.

The James County police ask all residents of the area to avoid doing things that will encourage bears into town. Please do not leave your rubbish outside the day before a rubbish collection. Bags of rubbish are the main reason for bears coming into towns. Pet food might also be a problem, so please feed your pets inside, or make sure that all unfinished bowls of pet food are cleared away as soon as your pet has finished eating. In general, you should never leave food of any kind outside.

And now for the weather forecast…

Readinga. Give students a few minutes to read through

the text. Answer questions about vocabulary.

b. Give students time to look at the questions and find the answers. They then compare answers with a partner.

c. Go through the questions one by one, asking students to call out the answers.

Answers

1 He is camping. / He is staying in a tent.

2 Yes, he could.

3 His Canadian friend made him stop. /His friend said they had to go.

4 Because he knew how dangerous a bear can be.

5 Because in the evening he heard a story that made him understand the danger of being attacked.

Writinga. Tell students to imagine they are on holiday

anywhere in the world, and have just seen an exciting animal

b. Ask them to write a postcard to a friend about it, using the ideas given and using Brian’s postcard as a model.

c. Give students about 15 minutes to write alone. Help individuals as needed.

d. Let students look at each other’s texts and correct any mistakes they see or make suggestions for improvement.

e. Ask one or two students to read their texts out.

SpeakingPreparation

a. Ask students to work in pairs to match the words and definitions.

b. Check and correct with the whole class.

Answers

1 d

2 b

3 a

4 e

5 f

6 c

Task

a. Ask students to form groups of four and tell them to allocate each group member a number from one to four.

Unit 3

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SkillsOn Course B1

Teacher’s Notes

b. Each student should then look at the charity with their number and make a few notes on why people should donate money to that charity.

c. Each student then presents his/her charity to the others, trying to persuade them that it is the most deserving of all charities. The other students may ask questions.

d. At the end, the students in each group should vote on the most deserving charity, but nobody may vote for their own charity.

Round-up

Go around class asking which charity won in each group and why.

Reinforcement

Ask students to name some animals they think need to be protected. Write the animals’ names on the board and then discuss why they need protection.

Extension

Ask students to write an information leaflet about the most popular charity from the speaking activity. They could use the horse sanctuary leaflet from Student’s book page 63 for ideas.

Unit 3