Developing Skills
Listening
1. Tell the students they have to listen to the recording and circle the pieces of furniture in Julia’s room. Only some of these are actually in the room.
Tape-script
This is a description of Julia’s room: there’s a bed, a bedside table, a wardrobe where she keeps her clothes, and a desk with a chair. There’s a stereo too, with a lot of CDs, and there’s a shelf with books and magazines about her main interest: basketball. It’s a small room, but it’s very nice and tidy.
Key:
Things in Julia’s room:
a bed, a bedside table, a wardrobe, a desk with a chair, a stereo with CDs, a shelf with books and magazines.
Reading (p.2/22)
2. The students have to read the text on their own and write the names of the pets the British usually keep in their homes under the pictures in their books.
Questions
3. Students can answer the questions in class, or at home as homework.
Key: Possible answers:
1. Pets are animals you keep in your house as companions.
2. Yes, they do. British people love animals.
3. The most common pets are dogs, cats, canaries and goldfish.
4. A collie is a big dog.
5. No, you can keep a collie in a large house with a garden.
6. You can keep small dogs like spaniels or Yorkshire terriers.
7. Because cats are independent pets.
8. Canaries are small birds and need little space. They sing, too and people like to listen to them.
9. Because plants provide oxygen for the fish.
10. Fish, hamsters, and rabbits.
11. Open answers.
Summary writing
4. Tell students that, if they like, they can use the answers to the questions in the previous activity to make a summary of the passage “Pets”. They can add connectors like and or so to join the sentences together and write two or three paragraphs. The activity can be done as homework.
Listening/writing
5a. Students listen to the recording and complete the interviewer’s questions.
Tape-script
Interviewer What’s your address?
Girl 25 Station Road.
Interviewer How many rooms are there in your house?
Girl There are six. A living room, two bedrooms, a kitchen, a bathroom, and a toilet. I also have a garden.
Interviewer Is your room large or small? Can you describe it?
Girl It’s quite large. There’s a bed, a bedside table, a bookshelf, and a stereo. There are also posters of my favourite pop stars on the walls.
Interviewer Have you got a pet?
Girl Yes, I’ve got a cat.
Interviewer What’s its name?
Girl His name’s Puffy.
Interviewer Can you describe your cat?
Girl Yes, he’s black and white. He's got a long tail and long whiskers. He’s very nice.
Interviewer Who usually feeds your cat?
Girl My mother.
Interviewer When does he have his food?
Girl He has breakfast in the morning - he drinks a bowl of milk - and he has dinner in the evening, usually a tin of cat food.
Interviewer Well, the interview is over, thanks a lot.
Girl That’s OK.
Key:
What’s your address?
How many rooms are there in your house?
Is your room large or small? Can you describe it?
Have you got a pet?
What’s its name?
Can you describe your cat?
Who usually feeds your cat
When does he have his food?
5b. Students add sentences in Jenny’s answers.
Key:
There are six. A living room, two bedrooms, a kitchen, a bathroom, and a toilet. I also have a garden.
It’s quite large. There’s a bed, a bedside table, a bookshelf and a stereo. There are also posters of my favourite pop stars on the walls.
Yes, he’s black and white. He’s got a long tail and long whiskers. He’s very nice.
Speaking
6. Students exchange roles while reading the text of the interview.
Listening/writing
7. This recording is mainly composed of sound effects. Students have to understand what some people are doing from the sound effects they hear and complete some sentences.
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