Upload
minhthuc203
View
214
Download
0
Embed Size (px)
Citation preview
8/13/2019 Network New Basic
1/49
Teachers Book
8/13/2019 Network New Basic
2/49
Teachers Book
Michele Charlton
8/13/2019 Network New Basic
3/49
English Network Basic Conversation Teachers Book
Autorin:
Michele Charlton
Autorinnen des Kursbuchs:
Michele Charlton
Carolyn Kilday Wittmann
Verlagsredaktion:
Claudia Schwarz
Cover photographs:
artur/Florian Monheim Zefa Zentrale Farbbildagentur GmbH
2004 Langenscheid, Berlin und Mnchen
Das Werk und seine Komponenten sind urheberrechtlich geschtzt. Jede Verwertung in anderen
als den gesetzlich zugelassenen Fllen bedarf deshalb der vorherigen schriftlichen Einwilligung
des Verlags.
ISBN: 3-526-
Lehrwerkskomponenten:
Kursbuch 50 468
Audio-CD 57 766
Audio-Kassette 57 767
Lehrerhandreichungen 50 469
Activity Pack 2 50 421
978- 57959-5
8/13/2019 Network New Basic
4/49
Langenscheidt KG, Berlin und Mnchen
3
Contents
PART 1
Introduction to
English Network Basic Conversation . . . . . . 4
The aims of the course . . . . . . . . . . . . . . . . . . . 4Components of the course. . . . . . . . . . . . . . . . 4
Further optional materials . . . . . . . . . . . . . . . . 4
Course schedules . . . . . . . . . . . . . . . . . . . . . . . 4
Englisch Network Basic Conversation
course design . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Teachers Book . . . . . . . . . . . . . . . . . . . . . . . . . 5The unit-by-unit commentary . . . . . . . . . . . . . 5
PART 2
Teaching a unit in
English Network Basic Conversation. . . . . . . 6
Timing and flexibility . . . . . . . . . . . . . . . . . . . . 6
Pairwork and group work . . . . . . . . . . . . . . . . . 6Getting your students into pairs and groups 7
Correcting errors . . . . . . . . . . . . . . . . . . . . . . . . 7
Role of the teacher . . . . . . . . . . . . . . . . . . . . . . 7
Speaking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Listening comprehension. . . . . . . . . . . . . . . . . 8
Conversation stategies . . . . . . . . . . . . . . . . . . . 9Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Language and culture . . . . . . . . . . . . . . . . . . . . 9
Pronunciation. . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Role of grammar . . . . . . . . . . . . . . . . . . . . . . . . 9
Using the Extra . . . . . . . . . . . . . . . . . . . . . . . . . 10
PART 3
Lesson notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Getting started . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Unit 1: Everyday life. . . . . . . . . . . . . . . . . . . . . . 14Unit 2: People around us . . . . . . . . . . . . . . . . . . 16
Unit 3: Getting around . . . . . . . . . . . . . . . . . . . . 18
Unit 4: Travel. . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Unit 5: Looking after yourself . . . . . . . . . . . . . . 22
Unit 6: Free time . . . . . . . . . . . . . . . . . . . . . . . . . 24
Extra 1: Wales . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Unit 7: Places to live. . . . . . . . . . . . . . . . . . . . . . 28
Unit 8: Living with gadgets . . . . . . . . . . . . . . . . 30
Unit 9: Money matters . . . . . . . . . . . . . . . . . . . . 32
Unit 10: Fears and challenges. . . . . . . . . . . . . . 34
Unit 11: Milestones . . . . . . . . . . . . . . . . . . . . . . 36Unit 12: Learning for life . . . . . . . . . . . . . . . . . . 38
Extra 2: Eastern Canada . . . . . . . . . . . . . . . . . . 40
Resource bank . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Tapescripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
8/13/2019 Network New Basic
5/49
Langenscheidt KG, Berlin und Mnchen
English Network Basic Conversation Teachers Book
4
Introduction to English Network Basic Conversation
The aims of the course
English Network Basic Conversation is a pre-inter-
mediate course, which aims to give students theopportunity, skills and confidence that they need to
take part in a conversation in English in an everyday
context.
In order to achieve these aims, the course book
includes the following:
Focus on themes that are relevant to students
everyday lives, e.g. People around us, Looking after
yourself, Places to live, Learning for life, which
encourage students to draw on their own
experiences and knowledge.
Training in the oral skillsof listening comprehension
and speaking. The speaking activities are interesting
and motivating and give rise to enjoyable, active andinteractive lessons.
Training of conversation strategies, which allow
students to initiate and maintain a conversation, e.g.
starting a conversation, showing interest, giving
opinions, interrupting.
A topic vocabulary, which orders words and phrases
according to theme. Students are reminded of
expressions they have already learnt as well as
being provided with new words and phrases.
Information about the customs and life-styles of
various countries where English is spoken.
Short grammar summarieswith example sentences
to remind students of some useful grammatical
structures.
Components of the course
English Network Basic Conversation consists of the
following components:
The course book Best.-Nr. 50 468
As with all the books in the Network series, English
Network Basic Conversation contains not only the
complete classroom material, but also a built-in
Selfstudysection.
The Teacher's Book Best.-Nr. 50 469
This book contains a comprehensive introduction and
a unit-by-unit commentary. The Teacher's Book also
includes the tapescripts to the recorded material on
the Audio-CD/cassette which are not printed at the
back of the course bock.
Audio-CD Best.-Nr. 57 766
Audio-cassette Best.-Nr. 57 767
There is one CD/cassette that accompanies English
Network Basic Conversation and it contains all the
listening material that is included in the course. Each
of the recordings is marked in the course book with a
listening symbol ...and the number of the CD track.
Further optional materials
The main focus of English Network Basic Conversation
is on understanding and taking part in oralcommunication. Grammar is not a priority, but if you
want to do some grammar work with your students,
the English Network Activity Pack 2(50421-0) provides
photocopiable classroom activities that can be used to
practise grammar.
Your students would also benefit from having a
dictionary. Langenscheidts Taschenwrterbuch
Englisch (3-468-11131-2P) is a suitable bilingual
dictionary for learners at this level.
Course schedules
The material in English Network Basic Conversation
has been designed for flexible use in courses with aminimum of 26 and a maximum of 30 class-hours in
length (a class-hour being 45 minutes). A 30-hour
course would also have time for the two optional
Extras, in addition to the Getting started lesson and
the twelve main units.
There are numerous optional extra activities provided
in the unit-by-unit commentary and in the resource
bank in the Teachers Book, so English Network Basic
Conversation can easily be adapted or extended for
use in other or longer course schedules.
English Network Basic Conversation
course designThe Main Units
There are 12 main units in English Network Basic
Conversation. Each unit has been designed for one
ninety-minute lesson and comprises four pages: three
pages intended for classroom use and a one-page
Selfstudy section. Each unit focuses on a general
theme (travel, free time, fears and challenges, money
and shopping, etc.), which is treated in a variety of
unusual and interesting ways. Students will be able to
use language that they have learnt in previous courses
to talk about a theme from a new angle. There is a
progression within each unit and throughout the book.
The theme is treated in more depth towards the end ofeach unit after students have been provided with the
linguistic tools to cope and the later units are slightly
more demanding. Strategies that students have learnt
earlier in the book are recycled in the later units.
Each unit has recurring features to make the book
more transparent but the order of the features varies
and there is a wide range of task type so that students
are offered something new and exciting in every unit.
Each unit includes some or all of the following:
input in the form of photos, a short text, a dialogue,
a questionnaire, etc. to arouse interest in the topic
and give students ideas;
8/13/2019 Network New Basic
6/49
Langenscheidt KG, Berlin und Mnchen
Introduction
5
a variety of speaking activities, where the emphasis
is on fluency rather than accuracy;
a listening comprehension activity;
a What to say activity to introduce and give
controlled practise in using conversation strategies;
a vocabulary activity;
a reminder of a grammar structure with a very shortexplanation and one or two example sentences.
Selfstudy
The fourth page of each unit has a blue background to
signal that it is to be done at home. This page contains
the following:
a Tip which gives some further common expres-
sions students can use in everyday conversation and
some advice on how to sound friendly and polite;
three or four self-correctable exercises: an exercise
to practise conversation strategies, a pronunciation
exercise and one or two exercises to revise the
vocabulary that was introduced in the preceding unit.
Getting started
At the beginning of the book there is a three-page unit
called Getting started.This lesson includes speaking and
listening activities specifically designed so that students
work together and get to know each other better.
Extras
Following Units 6 and 12 there are two Extras with
four pages of optional listening, speaking and reading
activities. They deal with an English-speaking region
(Wales, eastern Canada) rather than with a theme.
The AppendixThis part of the book contains the following sections:
Topic vocabulary 12 pages of useful words and
phrases, one page for each of the twelve main
units/themes. The words are listed in subsections
for easy reference. There are example sentences,
explanations and German translations for the words
and phrases that are more difficult to use correctly.
There is also a Language & culture section on each
of the twelve pages with short texts in English
providing further information on an aspect of each
of the twelve topics (pp. 6677);
Key for Selfstudy, Grammar checkand Extra 1and
2(pp. 7880); Tapescript for most of the longer recordings in the
book (pp. 8187);
Grammar check a section with explanations and
exercises on the grammar structures mentioned in
the twelve main units (pp. 8893);
A guide to the International Phonetic Alphabet
(p. 94);
Dictionary the words from English Network Basic
Conversation that did not appear in the active vo-
cabulary of Network 1, 2or 3. Each word is followed
by the phonetic transcription and a German transla-
tion, and a listing of the unit and activity where it
first appeared (pp. 94103).
Teachers Book
The Teachers Bookcontains the following:
this introduction, which includes some useful adviceon how to teach a unit;
a unit-by-unit commentary, giving ideas on how to
use the material, some background information,
keys and optional activities;
a resource bankwhich provides you with additional
speaking activities;
the tapescripts of those recordings which are not
printed at the back of the course book.
The unit-by-unit commentary
The unit-by-unit commentaries are divided up intothree main sections.
Contents
This section gives you an overview of what is in the
unit: the topics, the content of the listening, the
conversation strategies and the vocabulary areas cov-
ered.
Tips and info
This is the longest section. In addition to tips on how
to deal with the activities, it also includes the following:
Focus on conversation a section giving useful
language and pronunciation tips which will help to
make your students sound more natural when theyare taking part in a conversation in English;
Preparation suggestions of things that can be
brought to the lesson or things that could be done or
thought about before the lesson. These are optional
so that the preparation is not absolutely essential;
Options optional activities that can be done during
the lesson for extra practice;
Information useful or interesting background in-
formation;
Board words, phrases and sentences that can be
written on the board or on an OHP transparency;
Language & culture suggestions on how to incor-
porate the Language & culturetext into the lesson;
the track number on the CD and the length of
the recording;
- the answers to activites, where appropriate,
printed in bold print so that you can see them easily
amongst the other text.
If time permits
This lists two suggestions for further activities that can
be done at the end of the lesson if there is still time:
a communicative grammar activity from English
Network Activity Pack 2 and a theme-related speaking
activity in the resource bank.
8/13/2019 Network New Basic
7/49
Langenscheidt KG, Berlin und Mnchen
English Network Basic Conversation Teachers Book
6
Teaching a unit in English Network Basic Conversation
Here are a few general comments, which will be
helpful in the classroom.
Timing and flexibility
In real life, conversation is open-ended and has the
potential to develop in any way and for varying
periods of time. This is also the case in the
conversation classroom, so it is impossible to foresee
how long each of the speaking activities will take.
Depending on the level and interests of your class, you
may find that you dont have time in a ninety-minute
lesson to do the whole of one unit.
It is important to remain flexible. Here are some tips to
bear in mind:
Dont impose any rigorous time limits unless you
have to. If a conversation has taken off and everyone
has a lot to say, let students carry on.
Dont continue if interest is beginning to wane. Stop
the activity, have a short feedback session, if
appropriate, and go on to the next activity.
Dont feel that you have to do every activity from
every unit. If you feel, for whatever reason, that a
speaking activity wont appeal to your particular
group of students, then leave it out.
Change the order of the activities and the order of
the units if you wish. But remember that there is a
progression in each unit and throughout the book.The final activity of each unit tends to be more
demanding and the later units are a little more
challenging.
If you find that your students are very motivated by
a particular theme and have a lot to say, feel free to
spend more than one lesson on one unit. This will
give you the opportunity to do the options and the
additional speaking activity in the resource bank in
this Teachers Bookand/or to bring along an activity
or two of your own. Many of the units are designed
so that this is possible. In Unit 4 (Travel), for
example, one lesson could focus on students own
travel experiences (activities 13) and another couldfocus on different countries and cultures (activities
45).
Pairwork and group work
Many of the activities in English Network Basic
Conversationare designed to be done in pairs or small
groups, or in the form of walkaround activities, in
which students stand up, walk around the classroom
and talk to a number of other students, one after
another.
These student-centred practice forms have a number
of important advantages, especially in the conversa-
tion classroom:
You can quickly establish a friendly, co-operative
atmosphere in the classroom, since the students
have ample opportunities to get to know and help
each other.
It is quite difficult to get an authentic conversation
going where people listen and react to what the
others are saying in a class of ten or twelve. This is
much easier to achieve in a pair or small group.
Each student gets much more speaking practice than
would be possible in a whole-class, teacher-centred
situation.
Shy students are more willing to try out new words
and structures when fewer people are listening.
Having to speak in front of the class can be very
stressful.
You, the teacher, can get around and give individual
attention to those students and groups who most
need it.
You will get a clearer picture of the kind of errors
that students make (see the section on Correcting
errors).
To get the most out of pairwork and group activities,you may like to consider the following tips:
Give clear instructions beforehand.
As soon as students have started, make a quick trip
around the room and listen in briefly on each pair or
group, to make sure that they have understood the
instructions and are doing the right thing. If they
aren't, explain it to them in a low voice, but don't
interrupt all the groups just because one or two have
misunderstood something.
Change partners regularly so that the students all
get to know each other, and every student gets a
chance to work with a variety of partners. If they
always work with the same partner, they are much
more likely to get bored, and to learn each other's
mistakes.
If students lapse into German or some other
language, remind them in a friendly way to speak
English.
A brief feedback phase with the whole class is often
useful. Students have the chance to share ideas with
each other, while you can show your interest in what
they have to say.
8/13/2019 Network New Basic
8/49
Langenscheidt KG, Berlin und Mnchen
Introduction
7
Getting your students into pairsand groups
Here are a few ways of getting students into new pairs
or groups. Some require preparation of word or
sentence cards, which can be reused at a later date or
with other classes. Most of the suggestions can be
adapted to fit in with the theme you are doing:
Ask students to find someone they dont know very
well or have never worked with before.
Give each student a number and then announce
number groupings, e.g. numbers 1, 5 and 10 should
work together, etc.
Cut up different-coloured slips of paper into two or
more pieces and distribute them randomly. Students
form pairs or groups with others who have the same
colour.
Students should stand up, mingle and form them-
selves into a line, finding their correct position ac-cording to one of the following: first letter of first
name or town where they were born, the time they
got up this morning (earliest to latest), the number
of times theyve used their car this week (most to
least), etc. Once the line has been formed, divide off
the students into pairs or groups.
Write a language item on two small cards half on
one card, and half on the other (e.g. credit/card).
Distribute the cards randomly. Students should
mingle and try and find their matching partner.
There are numerous possibilities, e.g. collocation
(lose/weight, junk/food), phrasal verbs (look up/a
word in the dictionary), opposites (cheap/expen-
sive), US v British English (store/shop), conversa-
tion strategies (Can you speak/ more slowly,
please?) and if you want to form groups, you can
use lexical sets (florists/bakers/butchers).
Instruct students to find one or more people accord-
ing to certain criteria, e.g. find someone who has got
the same number of brothers and sisters as you
have, has been to the same country on holiday as
you have, likes the same music as you do, etc.
Correcting errors
In a conversation course it is often very difficult forstudents to gauge how much they have improved.
Well-thought out error correction can help to give
students a sense of progress. If you are new to
teaching, here are a few helpful tips:
Explain to students that you wont interrupt them
while they talk (unless you notice them repeatedly
making the same mistake or if conversation breaks
down), but that youll note down any mistakes they
make and deal with them later in the lesson. Too
much correction during the activity will limit the
practice students get at speaking freely and inhibit
spontaneity.
Note down all types of error, not just those to do
with grammar. You might like to have a grid with
different headings (e.g. grammar, conversation
strategies, sounds, stress and intonation, appro-
priate word or phrase) or a checklist to help with this
task.
Try and build one or two short periods of time intoevery lesson for feedback on performance. Keep the
session brisk and efficient.
Concentrate on one or two areas youd like to cor-
rect in each feedback session so as to avoid swamp-
ing and demoralising your students.
Focus on a few things of general interest to every-
one and deal with very individual problems sepa-
rately (you can point out the error to the student af-
ter the lesson or give him/ her a small card with the
correct form, word, etc.).
Error correction can be done in a number of ways.
Here are a few suggestions: write on the board or
say a list of incorrect utterances and ask students tocorrect them, ask students to work out the correct
pronunciation or stress of the words on the board,
write up a list of sentences on the board which
occurred during the conversation and ask students
to decide whether they are correct or not, write up a
list of words or expressions used during group work
and ask students if they can find appropriate alterna-
tives.
Be constructive and make concrete suggestions for
improvement, e.g. which sounds they should prac-
tise, which exercises they can do at home, what
phrases they should try and use in the next conver-
sation they have.
If you want to do some remedial work on a particu-
lar structure or function in a later lesson, make sure
your students know this so that they dont feel that
you are ignoring the language errors they make.
Give positive feedback, too. If your students have
used the conversation strategies well or have been
particularly fluent, tell them. Often students will
not realise just how much more confident and
fluent they are becoming and will welcome your
feedback.
Role of the teacher
The conversation classroom is often less teacher-
centred than during a general English course. After a
very brief explanation/ demonstration phase, most of
the speaking activities will run themselves as soon as
they get underway and it is best to remain in the back-
ground to help, prompt with ideas, observe and note
down common mistakes for revision.
Of course you can sometimes join in the activities
yourself and let the class know something about you.
The students are then more likely to accept you as a
person and not just as a teacher.
8/13/2019 Network New Basic
9/49
Langenscheidt KG, Berlin und Mnchen
English Network Basic Conversation Teachers Book
8
Speaking
The speaking activities in this book are designed to
promote conversational competence. Students are
encouraged to exchange information and opinions and
share personal experiences so that a conversation
takes place where two or more people are involved
either as speakers or listeners.
Although many students want to speak, they may find
this difficult in the classroom for a number of reasons.
They may, for example, feel inhibited, think they have
nothing to say about the subject or feel they dont
have the words. This book offsets this
by choosing themes that are within every learners
range of experience so that all students are able
to participate without the need of specialised
knowledge, or the ability to take on an imagined role;
by allowing the students to determine what they
want to say so that they can avoid revealing things
which they find threatening or embarrassing;
by getting students to talk about things they may
have talked about before and so revising and
regenerating language they have learnt on previous
courses, but at the same time treating the themes
from an unusual or interesting angle so that the
topics still comes over as new and different;
by arousing students curiosity and triggering off
ideas and personal memories by means of various
input: photos, dialogue, short texts, questionnaires,
sounds, quizzes, etc.
by providing a variety of speaking tasks, some more
guided, some freer e.g. true/ false questions, rankingorder activities, making choices, etc.
by giving students time to think about and prepare
for the more demanding activities, e.g. by filling in a
questionnaire or table, by thinking about and
looking up words they might need, etc.
by giving students the linguistic resources to carry
out the task, via vocabulary brainstorming activities,
grammar reminders, controlled activities to practise
conversation strategies and via useful expressions in
the Topic vocabulary.
The course book and suggestions in this Teachers
Bookprovide all that is necessary to make your course
a success, but here are a few more tips you might find
useful:
With weaker groups you may need to anticipate any
vocabulary and grammar problems that are likely to
arise in an activity and briefly revise these before-
hand or write useful expressions on the board.
Make sure that students know what is expected of
them. Either read out the instruction or ask students
to read it themselves and tell students how they will
be working (individually, in pairs, etc.). If your
students still have problems carrying out the
activity, give a quick demonstration and/or example.
It is important that students feel they have com-
pleted an activity and been linguistically productive
in the process, so have a short feedback session (see
suggestions in the course book and in this Teachers
Book). Students might report back briefly on
something interesting that came up in their conver-
sation, they could say whether they enjoyed the task
or not, they could report back on a new word orphrase they learnt, or you could do a brief error
correction session.
Make the most of the material in the book. Wherever
appropriate, relate activities to events that are
happening in the world or in your area. You could
bring in an article/story about someones exploits,
e.g. someone who has sailed round the world
single-handedly, in Unit 2 (People around us) and in
Unit 8 (Living with gadgets), perhaps you could
mention a type of computer or electronic device that
has just come onto the market.
Remain alert during pair and group work. If a stu-
dent mentions an experience, etc. that is particularlyinteresting, encourage him/ her to tell the whole
class. You never know, this could lead on to further
discussion.
There is a lot of visual stimulus in the course book,
but space, of course, is limited. If possible, bring
along other pictures and photos to arouse students
interest in the subject and to motivate them to say
something. Build up your own picture bank by
collecting magazine pictures and categorising them
into topics.
Take any and every opportunity to stimulate conver-
sation. Sometimes real communicative situations
develop spontaneously, e.g. exchanging commentson last nights TV programme or an item on the
news or someones new haircut. Be ready to exploit
these opportunities by asking further questions or
encouraging others to comment.
Listening comprehension
Listening comprehension is an important feature of
each unit. The listenings and accompanying tasks are
designed, not only to improve listening skills, but also
to provide information and/or provoke discussion, to
supply useful vocabulary items and to serve as a
model for students subsequent conversations. Therecordings mirror the fairly informal authentic conver-
sations that you find in countries where English is
spoken and students become acquainted with a variety
of accents.
Suggested procedures for the listening comprehen-
sion activities are in the unit-by-unit commentary, but
make it clear that students dont need to understand
every word of the recording to do the tasks success-
fully. On the contrary, an important aspect of the skill
of listening comprehension is being able to concen-
trate on the information one needs. The tapescripts for
most of the longer recordings are printed at the back
8/13/2019 Network New Basic
10/49
Langenscheidt KG, Berlin und Mnchen
Introduction
9
of the course book so that students who buy the CD
have the opportunity of checking any details they
didnt understand during the lesson. The tapescripts
for all the other recordings are printed at the back of
this Teachers Bookfor your reference.
Conversation strategies
In the Getting startedlesson and in each of the twelve
main units students are provided with words and
phrases in the What to say activities that will help
them take part in everyday conversation. They are
always presented clearly in a blue box for easy refer-
ence and they are nearly always accompanied by a
short dialogue so that students can hear how they are
used.
Students often lack the skills necessary for carrying
out a successful conversation in English and these
controlled activities draw students attention to usefulexpressions for showing interest, agreeing and
disagreeing, etc. and other important elements such as
using fillers, the correct intonation and voice range.
It is a good idea to periodically refer students back to
the What to say sections from previous units. The
more students see and use these expressions in the
classroom, the more natural their conversation will
sound. You can also refer students to the Tip in the
Selfstudy section of each unit, which gives further
useful phrases and helpful advice on how to sound
friendly and polite. The first exercise of each Selfstudy
gives further written practice in using conversation
strategies correctly so encourage students to do it athome.
Vocabulary
This is often one of the main stumbling blocks. Stu-
dents have things to say and want to say them but just
dont have or cant remember the necessary words
and phrases. This has been taken into account in Eng-
lish Network Basic Conversation. There are twelve
pages of Topic vocabulary, one for each of the twelve
main units and students are referred to them at the
appropriate places. Encourage students to highlight
those items that they feel are important and to ask
each other the meaning of unknown words. Other
useful vocabulary items will appear in a text or listen-
ing or be part of an activity and sometimes words and
phrases students have previously learnt will be
recycled in brainstorming activities.
Nevertheless, whatever the students say is finally up
to them so they will make their own personal choices
about the words they want to use and to learn. Be
available to provide the words they need and en-
courage them to add their own personal vocabulary
to the Topic vocabulary pages. Try and have one or
two bilingual dictionaries available so that students
can look up words they dont know.
An idea you might like to try out is to write some of
the new vocabulary mentioned during the lesson on
one side of the board and then, at the end of the
lesson, ask students to choose three or four words or
phrases they would like to write down and learn. Thereis a useful vocabulary activity on learning and using
new words and phrases in the resource bank (activity
1) at the back of this Teachers Book that you should
try and do near the beginning of your course.
Language and culture
The Language and culturenotes, which can be found
on each of the twelve Topic vocabularypages, provide
additional or background information about topics that
come up in the units. Students can read these texts at
home but they can also be exploited for discussionpurposes if you have time in the lesson. Suggestions
on how to do this are in the unit-by-unit commentary
of this Teachers Book. References to Language and
cultureare made at appropriate places throughout the
course book, by means of L&C and a page number.
Pronunciation
Although it is not necessary to sound like a native
speaker to communicate effectively in English, the
correct use of sounds, stress, and intonation will make
your students sound more natural. It is a good idea toidentify and practise sounds, rhythm, stress and
intonation as and when appropriate. Short tasks used
little and often are more effective than longer but
infrequent tasks.
There are some tips and suggestions about the pronun-
ciation problems that your students might be having in
the Focus on conversationbox at the start of each unit
in this Teachers Book. In addition, each Selfstudyhas a
pronunciation exercise, which you might like to do with
the whole class during the lesson. Alternatively,
students can do it on their own at home.
Role of grammar
As this is a conversation course, grammar is not a
priority but in each unit there is a brief reminder of a
tense or other grammatical structure that might come
in useful during the speaking activites. There is also an
arrow and a reference to the Grammar checksection at
the back of the course book. There the grammar point
is explained in more detail, and there are exercises
that students can do at home if they wish. Explana-
tions and instructions are in German so that students
can manage without your help.
8/13/2019 Network New Basic
11/49
Langenscheidt KG, Berlin und Mnchen
English Network Basic Conversation Teachers Book
10
Of course your students will make grammatical mis-
takes but if this doesnt result in communication break-
down, there is no need to worry. Briefly point out com-
mon grammar mistakes to the whole class (see section
on Correcting errors) in one of your feedback sessions
and if you notice students having difficulties during an
activity, just write one or two examples of the problem-
atical structure on the board for students reference.
If you notice that some remedial grammar work is
necessary, find a ten or fifteen minute slot later in your
course and do one or two grammar activities with your
class. English Network Activity Pack 2, for example,
has some enjoyable grammar practice activities.
Using the Extra
If you have a longer course or want to do something a
little different in your course, then the two Extrasoffer
some additional stimulating material on an English-
speaking region (Wales and eastern Canada) rather
than on a theme. Although they are designed for class-
room use and incorporate group speaking activities,
some of the sections can be done at home if there is
no time during the course. Students can do the quiz
(there is a key at the back of the book), listen to the
recordings, if they have bought the CD, and read the
texts.
8/13/2019 Network New Basic
12/49
Langenscheidt KG, Berlin und Mnchen
Getting started
11
Getting started
Aim Students will be happy to speak (and make mistakes!) if they feel at ease with the
other people in the class, and this first lesson gives them the opportunity to get to
know each other in a relaxed atmosphere. The suggestions below will help you
through the first lesson, even if your students arrive without the book. If your stu-dents already know each other quite well, you might want to leave out activity 3.
Contents
Theme Students talk about their own and other peoples names and find out a few things
about people in the course: their likes, dislikes and interests. Students also tell
each other why they are doing a conversation course, what problems they have
when speaking English and how they could improve their speaking skills.
Conversation strategies Introducing someone else; Useful classroom phrases.
Tips and info
Focus on conversation Asking questions: Students will be asking a lot of questions in this first lesson.
You might want to point out the use of the indirect question for more personalquestions, e.g. Id like to ask if you have any children. I just wanted to ask what job
you do.
Contracted forms: Make sure that students use contracted forms (Ive, wed, shes)
as much as possible.
Preparation Read Teaching a unit in English Network Basic Conversationon p. 6 in this
Teachers Book, which gives some useful tips on the following: timing and flexibility pair and group work error correction how to deal with speaking, listening, vocabulary, pronunciation, etc.
(1 Names)Write the seven sentences from the first activity on the board or OHP
transparency, in case students dont have the book.
Before you start Arrange the desks in a horseshoe or circle, if possible, so that everyone can see
each other. It also creates some space in the centre of the room in case you want
your students to get up, walk around and speak to different people.
Warm-up Talk individually to your students in English as they arrive. Introduce yourself, ask
them their names and maybe another simple question.
1 Names Walkaround activity Tell students that the first activity is about names. Introduce yourself and get stu-
dents to ask you a few questions about your name, before doing the walkaround
activity. If your students feel self-conscious about this type of activity, let them first talk to
the person sitting next to them for a minute or two. Then call out change part-ners, please. Continue doing this until students start changing partners of their
own accord. Join in the activity, encouraging everyone to take part and helping
with unknown vocabulary. No books: Write the seven sentences on the board before the lesson and explain/
demonstrate what students have to do. Students can refer to the board while they
are carrying out the activity and make notes in their notebooks. If about half of the
students have books, let pairs of students walk around asking questions (one book
per pair).
Option Give or elicit some information about the names in the photo. Ask some questions:
Do you know anyone with an unusual name or nickname? Do you have a popular
name? a foreign name? Does your name have a special meaning? How did you
choose your childrens names?
8/13/2019 Network New Basic
13/49
Langenscheidt KG, Berlin und Mnchen
English Network Basic conversation Teachers Book
12
Information Adriana Garcia Lopez: A Spanish name. Spanish people have two family names,
the first comes from the father and the second from the mother. If Juan Garcia
Marcos marries Maria Lopez Callas, they could have a child called Adriana Garcia
Lopez. Nick Fairclough: Nick is short for Nicholas. Fairclough is pronounced
/'fe@klf/. Emma-Jade Taylor:Double first names with or without a hyphen are
quite popular in many cultures. Jack Smith:Smith is the most common family
name in England, Scotland and the USA. Jack was the most popular English boys
name in 2003. Fiona McDonald. A Scottish name. Mc or Mac means son of.Rory OSullivan: An Irish name. OSullivan is the third most common Irish
surname. O means descendant of. Lisa Death: Death pronounced /deI'{T/ is
an old Huguenot name. Wang Li: Chinese people have their family names first and
their first names second. Li is used for both males and females and means
strength or beautiful.
2 What to say:
Introducing someone else
Pairwork and whole class Students do the task in pairs and then compare answers in class: Can I introduce you
to (most formal phrase); 1 Hi. 2 Hello. 3 Nice to meet you. 4 Pleased to meet you. In a larger class, you wont want everyone chanting Helloor Nice to meet youto
the introductions, so ask students to choose someone specific to speak to, e.g.
Petra, this is Felix.In this case, only Petra will react with a Hior Hello. Make sure
that everyone has been introduced. Make the introductions yourself, if necessary. No books: Elicit ways of introducing other people and write them on the board.
Add one or two more expressions, if necessary. Repeat the process for reacting to
introductions.
3 Getting to know each
other
Group work First write some words about yourself on the board and invite students to ask you
questions. Write a few different question types on the board to serve as a model. In activities 3 and 4 you might want to circulate while students are talking in
groups, make a note of some of the more common mistakes you hear and do a
quick feedback session later in the lesson. In a large class, ask two groups to join together to do the final phase of the activity.
4 What are you interested
in?
Option
Pair or group work
Students should walk around the class asking each other what they are interestedin. Make it clear that they can form groups of two, three or four. No books: Say the words and phrases in the box aloud. Students should write
down those things they are interested in into their notebooks. If you have been noting down students errors, this would be a good time to do a
five-minute feedback session (see Correcting errorson p. 7 of this Teachers Book).
5a Why are you doing a
conversation course?
Walkaround activity Remind students of a few useful structures before they begin.
Board Im doing this course because
so that
in order to
5b Speaking a foreignlanguage
2 315
Whole class and group work The section on Listening comprehensionon p. 8 of this Teachers Bookgives some
useful information about the listenings in this course book. Start off the activity by telling students about some of the difficulties youve
encountered when learning/ speaking a foreign language. Then ask students: What
sort of problems do you think people might have when learning/speaking German? First listening: Play the first part to Klaus is doing one of the English courses. Ask
students how Emma introduces Fiona and how Klaus reacts (Do you know Fiona?
Nice to meet you). Play the rest of the recording. You might want to stop the
dialogue at intervals to give students time to write down the problems. Students
then compare answers in class before discussing their own problems in groups:
Saying the sounds correctly, using the correct intonation, understanding what
people say, remembering all the words theyve learnt.
8/13/2019 Network New Basic
14/49
Langenscheidt KG, Berlin und Mnchen
Getting started
13
Second listening: Students compare answers in class: Klaus mentions listening to
the radio, CNN and the school CDs. Fiona writes down new words she hears in a
notebook. In the following group discussion, one person in each group should act as
secretary. He/she should write down and report back on the groups ideas. Ask students to listen to the ways of helping them to improve their English and
write down at least two that theyd like to try out over the next few weeks.
6 What to say: Useful
classroom phrases
Option
Pairwork Get students to do the task in pairs and then compare answers in class:
2, 6, 4, 3, 1, 5. Encourage students to use the phrases in subsequent activities. No books: Write down the phrases on the left-hand side of the box on the board
and ask students to copy them into their notebooks leaving a line between each
one. Dictate the phrases on the right-hand side one at a time. Students write each
one under the phrase with the similar meaning. Talk about a topic for a few minutes (your family, your job, some of the things
youd like to do during the course). Try to speak naturally and dont worry too
much about the level of language youre using. Stop at intervals and invite
students to ask about things they didnt understand using some of the phrases
from the box.
7 A last question Whole class During the writing phase go round and give some individual help with question
formation.
8 Bye bye Whole class As students are packing up and leaving, use some of the phrases in activity 8.
Encourage students to say goodbye to each other in English.
Tour of the book
It is important that students know where they can find everything in their course
book so you should show them all the sections in the book before you start with
Unit 1. You will need at least one book for each pair or for each group of three in
order to do the tour of the book suggested below. If very few students have books,
or if you are short of time, you might prefer to dictate the features (from the board)
below and assign this task for homework. Choose any unit and tell students what it includes (speaking activities, a listening, a
What to saysection and a Selfstudywith Tip). Write the following on the board:
Board Grammar check
Selfstudy (Unit 1)
Extra 1
Dictionary
Topic vocabulary
Key
Tapescript
In pairs, students should find the sections listed on the board and write down the
corresponding page numbers. Compare answers in class: Grammar check (p. 88), Selfstudy (Unit 1) (p. 13), Extra 1
(p. 34), Dictionary (p. 94), Topic vocabulary (p. 66), Key (p. 78), Tapescripts (p. 81). Ask students: Can you explain when you would use the different sections? Which
sections do you think you will find the most useful?
If time permits Resource bank:Activity 1: Todays new words (p. 42).
8/13/2019 Network New Basic
15/49
Langenscheidt KG, Berlin und Mnchen
English Network Basic conversation Teachers Book
14
Unit 1 Everyday life
Contents
Theme In Unit 1 students speak about their everyday habits, their daily routines and what
is happening in their lives at the moment. They also talk about events that upset or
change their daily routine.Listening People meet and chat about things that are happening to them at the moment.
Conversation strategies Starting a conversation; Ending a conversation and saying goodbye.
Vocabulary Everyday activities; Time phrases, How do you feel?; Exceptional events.
Tips and info
Focus on conversation Intonation & voice range:German speakers have a narrower voice range than
English speakers. Their intonation should start high if they wish to sound
interested or enthusiastic, e.g. Oh no! Bye.
a bit: You might want to point out that a bit(= a little) is very common in everyday
conversation. It is also used to mean very or quite a lot, when you do not
want to emphasize it too much: Im a bit tired. Hes a bit noisy. There are some
examples in the listening of activity 4a.
1 Everyday habits Groupwork
Option Here is a suggestion if youd prefer to start the lesson with a whole-class activity.
Ask students to tell the class something they did yesterday that they usually do
every day and something they did that was a bit unusual, e.g. Icaught the number
26 bus at 8 oclock as usual. YesterdayIphoned my sister in Australia. The website will give students a few ideas for the following speaking activity. Allow
students one or two minutes to read the text silently. Students should be able to
work out the meaning of unknown words from context, but clear up any problems if
students ask. Ask students if they were surprised by anything they read. If some groups finish the speaking activity quickly, write some more questions on
the board for them to discuss:
Board Do you eat between meals?
sleep with the windows open?
take an afternoon nap?
buy your Christmas presents early?
2 Topic vocabulary:
Everyday life
Individual and pairwork The section on Vocabularyon p. 9 of this Teachers Bookgives some useful tips on
how to use the Topic vocabularyin class. Give students about five minutes to do the task and then ask them to compare
their answers in pairs.
3 Everyday sounds
3 134
Pairwork Listening: Press the pause button after each sound so that students have some
thinking time. Tell them to write down the answer in German if they dont knowthe word(s) in English.
Compare answers in class. There may be some disagreement over certain sounds.
Board It sounds like It could be a I think its a ...
dog barking, baby crying, heavy traffic, the news, lawn mower, computer, vacuum
cleaner, children playing, church bells, phone ringing. In the speaking activity, point out that students can talk about anytime they hear
the sounds on the recording. Perhaps they have a neighbour who has a dog, or
they live near a school and can hear children playing during break.
Option Elicit other sounds from the class that students hear most days and where/when
they hear them, e.g. tractor, dish washer, loud music, pneumatic drill.
8/13/2019 Network New Basic
16/49
Langenscheidt KG, Berlin und Mnchen
Lesson notes Unit 1
15
4a What to say: Starting
a conversation
4 217
Whole class First listening: Briefly discuss students own replies in class before playing the
recording.
Fine thanks. And you, Tom?/Oh, could be better. / Its great to see you again. Second listening: Make it clear that students only need to note down one or two
things per dialogue. Read out the five expressions for students to repeat. Encourage students to use a
wide voice range so that their English sounds more natural. Then see if studentscan recall the phrases in the dialogues which preceded these expressions. Play the
recording again, if necessary. Elicit some reactions for the last three sentences. Point out that different reactions
are possible. I passed my driving test last week. (Congratulations! Thats good
news.). My girlfriend is going into hospital next week. (Im sorry to hear that./ Oh
no!). Im flying to Madrid on Saturday. (Lucky you.).
Information Greetings:In Britain and the USA people usually only shake hands in more formal
situations, e.g. the first time you meet someone, or in a business context, and you
never shake hands with children. With friends and acquaintances, kissing on the
cheek is increasingly popular. First names are generally used and people will
encourage you to call you by their first name Call me (Mike).
Language & culture See the section on Language & cultureon p. 9 in this Teachers Book.
Option If you have time, get students to read the text on Talking to strangers on p. 66
during the lesson. Briefly discuss the differences between Britain and studentsown countries. Elicit how they might react to the phrase Lovely day, isnt it? (Yes,
wonderful).
4b What to say: Ending a
conversation and saying
goodbye 5 048
Pairwork Listening: Stop the tape after each part to give students time to complete the
sentences. Check answers by asking students to read out the dialogues in pairs:
1 must rush, hello to, ll see you, 2 Ive got to go, get back to, 3 nice talking, can get
together, me a ring. While students are practising, circulate and encourage them to exaggerate their
intonation. Say some of the phrases for individual students to repeat if theyre
having problems.
5 Everyday conversation Walkaround activity If students start asking questions about which tense to use, write some example
sentences on the board to help with the walkaround activity.
Board At the moment My son is doing his exams.
Near future Im going to spend/spending the weekend with friends.
recent past Ive just finished painting the kitchen.
During the walkaround, give students about two minutes with each partner before
asking them to find someone new to talk to.
6 Out of the ordinary Group work In the brainstorming session, write the words and phrases that people say on the
board. If students only know the words in German, give a translation and write the
English word or phrase on the board. Refer students to the Exceptional eventssection
of the Topic vocabularyif they need more ideas for events that upset their routines. Tell students something about your life, e.g. When my son went to university, I
started getting up later because I didnt have to take him to school anymore. I now
spend a lot less time tidying up, cleaning and cooking, etc. Students may want to avoid talking about more painful events, e.g. a divorce, a
recent death, a serious illness. Make it clear to students that they must choose
themselves what they want to talk about.
If time permits Resource bank: Activity 2: Its a hard life! (p. 42).Activity pack 2: Activity 30 (Making arrangements) practises the present
progressive with future meaning and making spoken invitations.
8/13/2019 Network New Basic
17/49
Langenscheidt KG, Berlin und Mnchen
English Network Basic conversation Teachers Book
16
Unit 2 People around us
Contents
Theme In Unit 2 students speak about important people in their life: how they met them,
what they do with them, how much time they spend with them, etc. Students also
talk about unusual or interesting people they know or have heard about and howthey would feel if they did something out of the ordinary.
Listening A radio programme: A British jazz singer talks about people who are important to her.
Conversation strategies Correcting yourself; Showing you have understood.
Vocabulary Relatives and other people; Time and place phrases; Describing people.
Tips and info
Focus on conversation Taking an active part in the conversation: Point out to students that the listener
should also take an active part in the conversation. He/ she should show interest
in what the others are saying by nodding, smiling or by saying Yes, Yeah, Really?,
etc. Remind students to use a wide voice range, e.g. Really?
The sounds th, j, v [D, T, Z, v]: These are problem sounds for some German
speakers. If this is the case in your class, make a note of some of the words
containing these sounds that students use. Towards the end of the lesson write
some of the words on the board, say them aloud and ask students to repeat in
chorus. This will make students more aware of the difficulty.
Preparation (4 Interesting people)Think about some unusual people you know, e.g. mixed
nationality couples, someone with an unusual job or free time activity, someone
who does a lot for the community, or bring in some magazine pictures of
interesting/ unusual people.
1 How did you meet? Walkaround activity This is a fun activity to start off the lesson and will work better if it doesnt go on
for too long. Stop the walkaround phase after about five minutes. In a large class, you might prefer to do the feedback phase in groups of four or five
so that this phase doesnt take up too much time.
2a People in our lives:
A radio interview
8 411
Whole class The listening will prepare students for the speaking activity in activity 2b. It will
help with ideas and vocabulary. First listening: Refer to the photo that shows Mike, the DJ, and Maria. Play the
recording. In weaker groups, you could stop the recording after Maria has
answered each of the four questions and elicit the meaning of or explain some of
the new vocabulary items, e.g. single mother, on my own, curl up on the sofa, rely
on in an emergency, I get on really well with her, work correspondence, keep in
touch with, lend, trust. Tell students to write the list of people in a column so that they have space to
make notes next to each person on their list. After the second listening, students compare answers in pairs and then in class:
Band Maria spends a lot of time with them, they work together on melodies.
Son spends a lot of time with him. They cook and watch TV together. He
borrows her car. Neighbours she can rely on them in emergencies. Sister-in-law
she gets on well with her. She comes and helps if Maria is ill or if she needs
help. Mother she phones her regularly. Secretary looks after her work
correspondence. School friends send mails, Christmas cards, etc. to each other. The final phase of the activity will give students the opportunity to learn some
useful phrases that they can use in the following activity. Maria uses the following
phrases: I do quite a lot with him (Simon). I get on really well with her (sister-in-
law). I keep in touch with (some of my old school friends). We dont see each other
very often.
8/13/2019 Network New Basic
18/49
Langenscheidt KG, Berlin und Mnchen
Lesson notes Unit 2
17
2b I spend a lot of time
with
Pair or group work Students are well-prepared for this activity and so should have a lot to say. If you
have a few loners in your class, encourage them to say why they prefer their own
company.
Option If students like this activity, ask them some follow-up questions that they can
discuss in their groups: Would you have answered the questions in the same way
five (or ten) years ago? Who were you in close contact with then? Who have you
lost touch with?Language & culture
Option
Ask students to discuss how they feel about the things mentioned in Entertaining
at homeon p. 67. They should say which things they like or dislike, which ones
theyd like to introduce into their own country.
3a What to say: Making
yourself understood
9 125
Whole class Listening: This is fairly straightforward. Students should compare their answers in
pairs before discussing them in class: Maria thinks Christoph says sick instead
of thick. Maria speaks too quickly for Christoph. The ticked phrases are: Sorry,
Ill start again./Ill try and say that again./Ive got it now./Thats quite clear now. Refer students to the Useful classroom phraseson p. 9, which will also help if
communication breaks down.
Option If youd like to do some further practice of the phrases, ask students to write down
three or four short sentences about themselves or about people they know. In
pairs, student A says a sentence aloud, but in a such a way (too quickly, mumbled)that it is difficult to understand. Student B asks his/ her partner to repeat. Student A
corrects him/ herself by using a phrase from the box. Then students change roles.
3b What about you? Whole class Give an example of a misunderstanding yourself before inviting students to tell
their stories. If students dont have many stories to share, just get them to talk
about some of their experiences (good or bad) of speaking English.
4 Interesting people
Information
Group work Christopher Reeve, the former actor who played Superman, was paralysed from
the neck down in a riding accident. Jenny Wood-Allenstarted running at the age of
71 and has completed more than 30 marathons. Prompt students with more ideas by showing some magazine pictures or
describing an interesting person you know (see preparation). Encourage students
to ask questions to find out more details. Circulate and help with unknown words while students are working individually on
their wordlist. Write on the board those words you see that you think might be
useful for the other members of the class.
5 Could you imagine? Group work Encourage students to talk about their own personal experiences, too. Perhaps
they know someone who has started a new career later in life, or they have
married someone older. Point out that in sentences like If I were her, I wouldnt marry a man ten years
younger, students can also sayIf I was aswas is quite common in spoken
English. Give students who finish quickly one or two further situations to discuss, e.g. 1
You decide to change your appearance so that you become more noticeable. You
would like to have a tattoo, colour your hair or have your nose pierced. 2 You have
six children and are expecting your seventh. 3 You live alone. 4 You are a single
parent. If short of time, groups should choose just one of the four situations to discuss.
If time permits Resource bank: Activity 3: Famous people (p. 42).
Activity pack 2: Activity 29 (Desert island) practises the second conditional.
8/13/2019 Network New Basic
19/49
Langenscheidt KG, Berlin und Mnchen
English Network Basic conversation Teachers Book
18
Unit 3 Getting around
Contents
Theme In Unit 3 students speak about different types of transport: what they use, when
and how often they use it and what they like and dislike. Students also talk about
journeys theyll never forget.Listening Lynne talks about a nightmare train journey.
Conversation strategies Agreeing and disagreeing: So am I. Neither do I. Oh, I didnt. But I would.
Adding a comment.
Vocabulary Ways of travelling; Vocabulary connected with road, rail, air and sea.
Tips and info
Focus on conversation Bringing in other people: During group work it is important that everyone gets
the chance to speak. You might want to teach your class the following phrases:
What about you? What do you think? Do you agree?and point out that students
can use them to include the quieter members of the group in the conversation.
well: Point out that wellis used very often at the beginning of a sentence to
indicate that you want to say something: well, I just love drivingor to give
yourself time to think: well um I think its . It is difficult to translate into
German, but means something like nun, also or na. There are a lot ofexamples of its use in the listening in activity 4.
Preparation (4 A nightmare journey)Bring in a map of England/ Great Britain. Think about the
details of a bad or unusual journey youve had, e.g. plane strike, road accident,
train delay, using public transport in another country.
1 A transport survey
OptionPairwork
If youd prefer to start the lesson with a whole-class activity, give some statistics
(from a 2003 motoring report carried out by the RAC equivalent to the ADAC in
Germany) about Great Britain: There were two million cars on Britains roads in
1959 and now there are 25 million. 74% of households have at least one car (46%
have one car, 22% have two cars and 6% have three or more). 72% of motorists
who work commute by car. Then ask students if they have used their car today and
why or why not. Give students time to fill in the questionnaire. Remind students to look at the Topic
vocabularyon p. 68 before asking each other questions in pairs. Circulate and en-
courage students to give more detailed answers, e.g. Well, I generally come to the
English classes by tram because its impossible to find a parking space near the school. Those pairs that finish quickly could make groups of four and tell each other some
of the things they have found out about their partners. The class feedback phase should be fairly short. Get a few people to say something
interesting about their partners and then go on to the next activity.Language & culture
Option
Here are some questions you could ask about The school runon p. 68: How do your
children go to school? How did you use to go to school? Is it different from the UK?
2a What to say: Agreeing
and disagreeing
Individual and whole class Refer students to the note under the box before they tick the boxes. Check answers
in class: So am I. Neither would I. Oh, I dont. Oh, I can.
If students dont understand the pattern, write a few sentences on the board asfollows:
Board I ve got a four-wheel drive. So have I.
For further practice, say some sentences aloud and ask individual students to
agree or disagree with you: I cant park very well. I love cycling. I dont like driving.
Id like to own a Rolls Royce. I went on holiday by train last year. Ive never been
on a yacht. I wouldnt like to go on a long-distance flight. I usually drive to work.
2b What to say: Adding a
comment 11 035
Whole class and pairwork
Listening: Press the pause button after each exchange to give students time to
write down the mans replies. Check answers by asking students to read out the
short exchanges in pairs: 1 Oh, I do. I always go to work by bus. 2 So would I. Ive
always wanted one. 3 Neither have I. I think Ive been very lucky.
8/13/2019 Network New Basic
20/49
Langenscheidt KG, Berlin und Mnchen
Lesson notes Unit 3
19
Circulate and correct mistakes while students are writing their own responses.
Check answers by saying the sentences yourself and getting individual students to
reply. After the pairwork you might want to point out the differences between happyand
luckyand tripandjourneyas German speakers often confuse them. Im happy=
ich bin glcklich/froh whereas Im lucky= ich habe Glck. The following example
shows the difference between tripandjourney. Did you enjoy your trip to Berlin?
Yes, it was great, but the journey back was terrible.A trip(= Reise) is used whenyou go somewhere and come back again. It is not made regularly. Ajourney
(= Fahrt, Reise) is used when you go from one place to another. It can be long or
short.
3a Vocabulary: Travelling Group work Before they start, make it clear that students should only write down words that
are in some way connected to travelling. Students might associate some of the
following words and phrases with the photo on the left: passengers, crowded,
platform, underground, commuter, busy, stressful. During group work, all students
should write down the words so that everyone has a list in his /her notebook. One person from each group should read out the groups list to the class. The
other members of the class should add any new words and phrases they hear to
their own list.
Do the final phase of the activity with the whole class.
3b Likes and dislikes Group work First choose one of the four categories and say something about it, e.g. I used to
love travelling by plane. I really enjoyed watching the planes taking off and
landing. But now I find it really boring. I cant stand all the waiting around, etc. Then write some more verbs that are followed by the gerund on the board so that
students can use them in the speaking activity.
Board I adore I quite like I hate
I love I dont mind I detest
In the class feedback phase, call out a method of transport, e.g. train. Individual
students say what people disliked about this method. Continue with planeand car
if time permits.
4 A nightmare journey Pair or group work Add the following things to your list on the board if students dont mention them:
bad weather, traffic jam, strike, missing your connection, an accident, losing your
luggage. Before you play the recording, write the towns mentioned in the dialogue on the
board (Bedford, Kettering, Nottingham)and if you have a map, show students
where they are.
12 315 First listening: Let students discuss their answers in pairs before comparing in
class. You might want to play all or parts of the listening again if students missed a
lot of the details:The train left 20 minutes late because they couldnt find a driver. There was asignals failure and the train stopped for four hours. The train terminated atKettering because the line was closed for repairs. They continued the journey bybus. The journey took nine hours instead of three.
Second listening: Brian uses a lot of different responses so tell students it doesntmatter if they dont manage to note down all of them. Students then compare in
class and add those questions and responses they missed to their lists: What
happened (then)? What was the problem? So what did you do? When did you get
home? Tell me all about it. 8 oclock? Oh no! Thats terrible. Yeah. I can just
imagine that. How awful! Thats unbelievable. If time permits, describe a journey of your own before students talk in pairs or
small groups. While listening, students could note down words and phrases they
hear that they might want to use to describe their bad or unusual journeys.
If time permits Resource bank:Activity 4: Transport issues (p. 42).
Activity pack 2: Template 43 (Boardgame) can be used to practise the past
progressive.
8/13/2019 Network New Basic
21/49
Langenscheidt KG, Berlin und Mnchen
English Network Basic conversation Teachers Book
20
Unit 4 Travel
Contents
Theme In Unit 4 students speak about good and/ or bad holidays theyve had. They also
talk about different cultures and customs: how they feel about different customs
and how tourists should behave abroad.Listening Rob and Sarah describe some of the customs they encountered on holiday.
Conversation strategies Showing interest: Really? Sounds lovely. Thats terrible,etc.
Vocabulary Types of holiday; Places to stay; Describing a holiday; Things to do on holiday.
Tips and info
Focus on conversation Responding: Encourage students to use short responses to show interest in what
the speaker is saying. Point out that short responses are used frequently in
everyday conversation as they provide positive and negative feedback to the
speaker and encourage him/her to say more.
//: This is the most common weak sound in the English language and helps to
give English its particular rhythm. Try and make students more aware of this
sound by writing some of the things they say on the board, saying them aloud
with the correct /@/sound and rhythm and asking students to repeat in chorus, e.g.Id like to go to China. There was a lot of traffic in London.(The underlined vowels
are pronounced with a /@/.)
1 Holidays Whole class and pairwork The first question can be discussed either in class or in pairs. The brainstorming session should be fairly brief (about one or two minutes). Invite
students to call out any words or phrases that they think of. Write all the
suggestions randomly on the board. There are various things you can do with the words. 1) You could ask students to
write down in their notebooks those words or phrases that they might need to talk
about their own holiday experiences. 2) Dictate some categories to the students,
e.g. things to do, places to stay, adjectives to describe your holiday, negative
aspects about holidays. In groups, students sort the words on the board into the
different categories. Before students start the speaking activity, remind them to use the past simple
when giving more details about a particular holiday. Give one or two examples
yourself of what they might say: Ive been on a sightseeing holiday to London. I
went there for three days and we saw most of the famous sights. Students will have the opportunity to talk at length about a particular holiday in
activity 3.The aim here is that they should just talk briefly about different types of
holidays theyve been on in their lives. Stop this activity after about five or ten
minutes.
Information People in Britain rent chalets, villas and cottages for their holidays. A chaletis a
small house or bungalow, often in a holiday village or camp. A villais a house in
another country and a cottageis a small house in the country.
Option Circulate during pairwork and note down any responses you hear, e.g. Really?
Lucky you. Oh, did you? So have I.
2a What to say:
Showing interest
Whole class and pairwork If you did the option in activity 1, start by telling students which responses you
heard during the speaking activity. Let students look at the phrases in the box. Explain rather you than me(= I dont
want to do what youre doing), e.g. I have to go to the dentist. Rather you than
me.Then say a few of the phrases aloud for students to repeat, encouraging them
to exaggerate the stress and intonation patterns. Students complete Bs responses individually. Check answers by reading out As
part and getting individual students to reply.
15 025 Listening: Ask students to write down the replies they hear. While students are
practising, circulate and encourage them to exaggerate their intonation. Say some
of the phrases for individual students to repeat if theyre having problems.
8/13/2019 Network New Basic
22/49
Langenscheidt KG, Berlin und Mnchen
Lesson notes Unit 4
21
16 021 Listening: The dialogues are very short so ask students to write down what they
hear. Then pairs of students should read them out to the class. Elicit other ways in
which the men might have continued, e.g. It was really cold. Yes, well never go
there again./ Yes, I ran in the other direction. My wife screamed.
Option For further practice, you could adapt and use exercise 1 of Selfstudy 4on p. 25 in
class. Read out some or all of the sentences and elicit possible reactions. Then play
the mini-dialogues (track 19) so that students can listen and compare.
2b Sounds lovely Pairwork Go round and correct sentences while students are writing. In this activity students should react with phrases from the box or repeat a key
word.
3 It was wonderful! Group work Briefly discuss the photos in class. Ask students: Which of these holidays would
you like? dislike? Why? Then ask students to find new partners (people they havent worked with yet in this
lesson) so that they have the opportunity to talk to different people about the
holidays/trips theyve been on. p. 7 of this Teachers Bookhas some suggestions
on how to find new partners. Students often enjoy talking about their own holiday experiences, so let them talk
about more than one holiday if they wish. If you have any students who have not
travelled very widely, get them to talk about any shorter trips theyve been on or to
speak about cities theyve visited or holidays they went on as a child.
4 Different countries,
different customs
Whole class and group work Do the first speaking task round the class and keep a count of how many different
countries are mentioned.
17 357 First listening: Let students discuss the answer with a partner before comparing in
class: Egypt, China. Second listening: Make it clear that students dont have to note down all the
customs. Two or three for each country is enough. Students compare in class and
add those customs to their list that they missed. It is important that students have
a complete list for the following speaking activity. Students might mention some of
the following: Egypt They eat their main meal late. They have a flexible idea of
time. Its impolite to refuse food. They dress conservatively. They haggle over
prices. China They use chopsticks. They have different eating habits. There are
many teahouses. They often do things together, e.g. tai chi. They have a different
idea about personal space and dont mind having pauses in their conversations. Point out that get used tois followed by the gerund and write an example on the
board, e.g. Id find it very difficult to get used to eating late at night because
before students talk in groups of three. Allow time to look at the photo (and find the westerner taking photos!) and give an
example of something surprising/ shocking thats happened to you before individual
students talk about their experiences. If students find the final question difficult to
answer, prompt with ideas, e.g. shaking hands, eating cake for breakfast, giving tips.
5 Talking points: Travel Group work Some students might find some of the questions quite demanding. Encourage
them to have a go and be available to help with unknown vocabulary. Stop the
activity five minutes before the end of the lesson and invite students to ask yousome questions.
Language & culture
Option
Refer students to Australians abroadon p. 69. If anyone in the class has been to
either Australia or New Zealand, ask them to say a few sentences about their visit.
If not, you could ask: What do you think are the most popular holiday destinations
for Germans/Austrians/ the Swiss?
Information According to an ADAC report in 2003, the seven most popular holiday destinations
for Germans were Germany (29,4%), Italy (13.3%), Spain (13%), Austria (7.2%),
France (6.5%), Greece (5.9%), Turkey (5.3%).
If time permits Resource bank:Activity 5: A trip of a lifetime (p. 43).
Activity pack 2:Activity 5 (Have you ever ?)practises the present perfect and
past simple.
8/13/2019 Network New Basic
23/49
Langenscheidt KG, Berlin und Mnchen
English Network Basic conversation Teachers Book
22
Unit 5 Looking after yourself
Contents
Theme In Unit 5 students tell each other about some of the healthy and unhealthy aspects
of their life. They also talk about various health issues: fitness, diet, wellness,
smoking, back problems, stress, etc. and finally they choose healthy presents foreach other.
Listening People talk about things that they find stressful.
Conversation strategies Using question tags to keep a conversation going.
Vocabulary Exercise and fitness; Food and diet; Stress.
Tips and info
Focus on conversation get: Getis one of the most common words in spoken English. Encourage students
to start making a list of phrases with get.In Unit 5 students will come across the
following: get rid of (unwanted kilos), get fit, get a cup of coffee, get enough
exercise, get anxious, irritated, etc., get stuck in a traffic jam.
Words that sound similar in English and German: Students often find it difficult to
pronounce words in an English-sounding way when there is a close German
equivalent, e.g. aromatherapy, medicine, acupuncture, kilo. If this is the case inyour class, point out the correct pronunciation and word stress and get students
to repeat.
1 How healthy are you? Whole class and group work Start off the activity yourself, e.g. I walked home instead of taking the bus, I had
steak and chips for lunch, and get students to continue round the class. While students are ticking boxes and looking at the grammar reminder and the
Topic vocabularyon p. 70, write some ways of expressing agreement and
disagreement on the board and encourage students to use them in their
conversations.
Board So do/would I. Neither do/would I.
Oh, I do/ I would. Oh, I dont/ I wouldnt.
Language & culture
Option
You should treat the topic of Obesity(p. 70) with sensitivity. If you have someonewho is seriously overweight in your class, just ask students to read the text at
home. If not, ask some questions about the theme in class: Do you think there is a
similar problem in your country? Why/ Why not? Do people worry too much about
their weight?
2a What to say:
Using question tags
Individual and whole class Most students will probably already know something about question tags. If not,
ask students to look at the illustration on p. 26, write some examples of tags on the
board: Theyre fit, arent they? She doesnt smoke, does she? They have a lot of
energy, dont they?and refer to the note on the formation of tags. Working individually, students should complete the tags in the box. If your class is
unsure about the formation of question tags, do the first three or four with the
whole class.
Before playing the recording, write the following on the board:
Board You play tennis, dont you? You play tennis, dont you?
Read out the sentence, first with falling intonation and then with rising intonation
and ask students to repeat in chorus. Explain that a falling tone is used more often
in conversation. A rising tone is only used to ask a real question (when we dont
know or are unsure of the answer).
21 108 First listening: Students listen and correct any tags if necessary: isnt it?, does she?,
hasnt she?, was she?, wont you?, are you? Second listening: Students decide which question tag is the real question (She
doesnt come here very often, does she?). Ask individual students to read out the
tags using correct intonation.
8/13/2019 Network New Basic
24/49
Langenscheidt KG, Berlin und Mnchen
Lesson notes Unit 5
23
2b Is that right? Group work Students should work in the same groups as foractivity 1. Before students talk in groups, elicit some possible reactions to You love
chocolate, dont you?and You go to a fitness centre, dont you?, e.g. Yes, I do. I eat
far too much./ Yes, thats right. Two or three times a week.
3 Health issues
Option
Group work
You might like to do exercise 2b of Selfstudy 5on p. 29 here to give studentspractice in pronouncing some of the more difficult words that appear in the rest of
the unit. Give students five minutes to read the contents page and tick articles they would
find interesting. Students can look up the more difficult words in the Dictionaryon
pp. 94103.
Information Ayurvedais an ancient Indian holistic system of healing. Thalassotherapy
/T@'l{s@U, Ter@pi/ is a treatment that uses sea water and marine products.
Aromatherapyis a treatment that uses massage with pleasant smelling natural oils
to reduce pain and make you feel well. Chinese medicineis a kind of medicine that
uses herbs and acupuncture. Let students talk about which articles they would/wouldnt like to read for about
five minutes. Theyll have an opportunity to talk about health issues in more detail
in a moment.
Then brainstorm other topics that might be found in a health magazine, e.g. copingwith migraine, high and low blood pressure, becoming a vegetarianand write a list
on the board. If anyone mentions stress, tell students that theyll be talking about it
inactivity 4. Students should take it in turns to start off the conversation on one of the health
issues, either from the contents page or listed on the board. Circulate and give a
few examples of conversation starters if students are having problems, e.g. I suffer
from back pain now and again. My husband is a bad sleeper. Ive never been on a
diet. I bought a rowing machine a year ago and Ive never used it. When I was
pregnant I used to have very high blood pressure. I saw a TV programme about
acupuncture.
4 Stress: A modern-day
disease?
22 221
Whole class and pairwork Introduce the theme of stress by inviting individual students to recount one or two
incidents/ events that they have have found stressful over the past week. Listening: The conversation is in two parts. Play the two parts separately and ask
students some questions after each part: What do they find stressful? How do they
feel/react?Possible answers might be: 1) Being late for an appointment/ work.
They feel powerless. Its frustrating. They arrive feeling hot and stressed and need
a cup of coffee. 2) Using the Internet (too much information, slow Internet
connection). They feel irritated. One woman screamed. A husband hit the
computer. Students could look at the section on Stressin the Topic vocabularyon p. 70 now.
This will remind them of some useful adjectives before talking in class about how
being late for an appointment or using the Internet affects them and people they
know. If pairs finish the speaking activity quickly, give them some more items (loud
music, using the phone, watching the news, dealing with tax) and ask them to say
how stressful they find them.Option If you want further discussion on this theme, refer back to the heading of activity 4
and ask students if they think stress is a modern-day disease or not and why.
5 The ideal present Pairwork This is a fun activity to finish off the lesson. If