How to Teach This Book 4

01 My Favorite 9
02 My Country 13
03 Studying English 17
04 Movies 21
05 Restaurants 25
06 Music 29
07 Name Them 33
08 The Environment 37
09 Everyday Activities 41
10 Experiences 45
11 Family 49
12 Feelings 53
13 Air Travel 57
14 Food 61
15 Fruits and Vegetables 65
16 Giving Directions 69
17 Health 73
18 The Internet 77
19 Jobs and Occupations 81
20 Literature and Books 85

Transcripts & Answer Key

 The best way to teach speaking is to have students practice speaking. This book has been developed to
introduce a wide variety of speaking topics to students. Each unit also presents a number of activities to
scaffold speaking tasks for lower-level or less secure speakers. However, it is not mandatory for higher-level
and more advanced speakers to work systematically through all of the activities. Because the speaking
topics are related by theme rather than specific content, the material in each unit is flexible and adaptable.
The lesson plan presented here is suggested for a class that requires significant support for each speaking
task. Classes that do not require as much support may be able to jump right into the topics and start
talking. It is left up to individual instructors to gauge how thoroughly each step of this lesson plan
needs to be implemented in their classes.

Suggested Lesson Plan (60 min.)

Activity 1 (10 min.)

Warm-up with Listening

Have students look at the unit topic. Ask the class to brainstorm
a few possible questions they might ask someone about the
topic and write them on the board. While students are suggesting
possible questions, be sure to suggest the three questions that are
answers for Activity 1 if students do not suggest these questions on
their own (see the Answer Key for these questions). You might
suggest additional questions as well for more variety.
After a reasonable list of questions is written on the board, play
the audio track for Activity 1. Students will hear three speakers
give short talks related to the unit topic. Based on what they hear,
students should guess the question that the speaker is answering.
After playing the audio track once, replay it, but stop after each
speaker. Discuss what the students heard (or did not understand),
and match one of the questions on the board with the answer.
Continue replaying and stopping after each speaker until all three
talks have been discussed.

4 How to Teach This Book

 Activity 2 (5 min.)

Vocabulary and Brainstorming

Have students read through the list of words and phrases as
a class, focusing on their pronunciation and meaning. Then
have students sort the words and phrases into the three categories
provided. After everyone has finished sorting the list, check it as a
class. After checking each category, ask students to brainstorm
three to five additional words that could be added to the given
category. All of the vocabulary brought out in this activity can
help students as they answer the speaking prompts that follow
in the unit.

Activity 3 (5 min.)

Model Dialogs
Play the audio track for Activity 3 and have students read along
as they listen. After each dialog, stop the audio and discuss any
questions student may have regarding vocabulary or grammar
presented in the dialog. After all three dialogs have been heard and
discussed, have students work in pairs. Pairs should practice the
dialogs, taking turns saying each role.
Note
For classes that need additional pronunciation practice,
replay the audio track, but stop after each line or sentence.
Students should try to repeat what they hear on the
audio track, focusing on their pronunciation and
intonation.

How to Teach This Book 5

 Activity 4 (15 min.)

Interviews
Ask each student to choose one of the three questions to answer.
Give the students a few minutes to write notes related to how
they would answer the question.
Next, assign each student in the class as either “A” or “B.” Have
students work in A-B pairs. Have the “A” students interview “B”
students. First, they should ask which question their classmate
chose. “A” students may then refer back to Activity 3 to see
possible questions to ask in the interview. Give students two or
three minutes to collect information from their partner. Then
have the “B” students interview “A” students in the same way.
When these interviews are completed, have all of the “A” students
stand up and move to work with a new “B” classmate. Repeat the
interview process for the new pairs.
Note
Because this activity is an interview, students should not feel pressure to talk at length about
their answers during the interviews. Giving one or two sentences as an answer is sufficient for
this activity. The interviewer should then ask a follow-up question to get more information from
the interviewee until the instructor stops the interview.

Activity 5 (10 min.)

Reporting
Choose a number of students to report to the class the information
they learned through one of their interviews. An example of how
students can report information is provided with this activity in
each unit.
As an alternative to asking only a few students to report for the
class, instructors may divide the class into several groups. Then
all members of each group should take turns reporting information
they learned through one of their interviews. This way, all of the
students in the class can participate in Activity 5.

6 How to Teach This Book

 Activity 6 (5 min.)

Matching and Modeling

Play the audio track for Activity 6, and have students match the
given questions with one of the responses they hear. These questions
and responses are meant to provide additional speaking topics
and models of responses for students. While checking the answers
for this activity, it may be helpful for students to read the responses
shown in the transcript for the unit.
Note
For classes that need additional pronunciation practice,
have students work in pairs reading aloud the sample
responses shown in the transcript.

Activity 7 (10 min.)

Pair Work
Have students work in pairs. One student in each pair will open
his/her book. The other student will close his/her book and put
it aside for the moment. The student with the open book will
choose one of the questions listed in Activity 7 and write notes
related to answering the question. The student who does not have
a book will be the timer. The timer will look at the board while
the instructor marks off increments of 10 seconds on the board.
After one minute, the timer tells his/her classmate to stop making notes.
Now it is time for the student with the open book to start talking
for two to three minutes (depending on the level of the class).
The timer continues watching the board as the instructor marks
off increments of time on the board. After the specified time, the
timer tells his/her classmate to stop speaking.
The timer will now become the speaker, and the speaker will
become the timer. Repeat the above process with the speaker
first opening his/her book and making notes for one minute
before speaking for two to three minutes.

How to Teach This Book 7

 Supplemental Activity (no time limit)

Extra Practice
The questions provided in the Extra Practice activity can be
used in a variety of ways. Sometimes, instructors may wish
to use these questions for full-class discussions of “hot” topics.
Alternatively, the questions can be used for group work or pair
work. The questions can also be assigned as journaling homework
or speaking homework. As speaking homework, students can
record their responses on a voice recorder or using a computer.
These responses can be submitted to the instructor for a completion
grade or for some other type of evaluation.
Note
For classes that need additional pronunciation practice,
have students work in pairs reading aloud the sample
responses shown in the transcript.

8 How to Teach This Book

 Unit 01
My Favorite
1 Listen to the speakers. Write the questions that they answer. Track 1

a. Speaker #1: Who is your favorite ___________?

b. Speaker #2: What is your favorite ___________ ___________?

c. Speaker #3: What is your favorite ___________ to ___________?

2 Sort the words by writing them in the correct categories.

band beautiful cool drive important

interesting know powerful sing singer
speak sports car fastest study subject
teacher understand voice

PEOPLE/THINGS

DESCRIPTIONS

ACTIONS

UNIT 01 My Favorite 9
 3 Listen to each dialog and read along. Track 2

PEOPLE/THINGS
A: What is your favorite subject at school?
B: My favorite subject at school is English.
A: Why do you like this subject?
B: I like studying it because it’s interesting, and I know that it is very
important for my future career.
A: Why is it important for your future?
B: I will need to speak and understand English well because I want to work
in tourism.

DESCRIPTIONS
A: What is your favorite kind of car?
B: My favorite kind of car is a Bugatti.
A: What is special about this kind of car?
B: It is one of the fastest sports cars in the world.
A: Why would you like to have one of these cars?
B: It looks cool, so I think I would get a lot of attention from people if
I drove one.

ACTIONS

A: Who is your favorite band or singer?

B: My favorite singer is Shania Twain.
A: What do you like about this singer?
B: I like the way she sings. She has a very powerful
voice.
A: How is she different from other singers?
B: A lot of singers these days are famous because
of their appearance, but she is both beautiful
and talented.

Now practice these dialogs with a classmate.

10 UNIT 01 My Favorite
 Unit 01
4 Choose one of the questions below. Prepare your answer to this question
by writing notes below. Use the questions from Part 3 to help with your notes.
a. What is your favorite school subject?
b. What is your favorite kind of car?
c. Who is your favorite band or singer?

Question: _____

My Notes
___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Now interview two classmates. They will interview you as well.

First, ask which question they chose. Then make notes of each answer.

My Classmates

Name: ___________ Name: ___________

Question: _____ Question: _____

_________________________________ _________________________________

________________________ _________________________________

________________________ _________________________________

5 Tell your class about one of the classmates you interviewed.

Example:
I talked to Alex. He told me about
his favorite school subject. He said your
te yo own
ur ow spea
n sp king
eaki ng
Rate
Ra
his favorite subject is math. I thought Good Excellent
Information: OK
that was strange, but he thinks math OK Good Excellent
Fluency: Excellent
is fun. He said he can solve problems OK Good
Pronunciation:
pretty fast, so his homework doesn’t
take a long time.

UNIT 01 My Favorite 11
 6 Listen to each response and match it to the question it answers. Track 3

a. Describe your favorite leisure‐time activity or hobby. Response #1

b. Describe your favorite animal or pet. Explain why it is

Response #2
your favorite.

c. Describe your favorite TV program and why it is your favorite. Response #3

For more practice, look at the transcripts on page 1 and practice these responses with
a classmate.

7 Choose one of the questions below. Prepare your

own response to this question by writing notes in Question: _____
the provided space. Be sure to explain your answer.
My Notes
a. Describe your favorite leisure‐time activity or hobby. ______________
__ __________
b. Describe your favorite animal or pet. Explain why ______________
____________
it is your favorite. ______________
____________
c. Describe your favorite TV program and ______________
____________
why it is your favorite.
______________
____________
Now share your response with a classmate.

smat
assm e’ss re
ate’ spon
resp se::
onse
te yo
Rate
Ra clas
ur cl
your
OK Good Excellent
Information: Excellent
OK Good
Fluency: Excellent
OK Good
Pronunciation:

tra pr
ex actice
Try answering one or more of these questions for extra practice.
Use at least three sentences in your response to each question.
1. Describe your favorite friend and explain why he or she is your favorite friend.
2. Describe your favorite video or computer game and explain why it is your favorite.
3. Describe your favorite sporting event and explain why it is your favorite.
4. Describe your favorite job and explain why it is your favorite.

12 UNIT 01 My Favorite