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    B1 - Speaking Activities - Teachers Notes 5

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    Mohamed Nasir
    This document provides teacher notes on keeping conversations going for CEFR level B1 students. It emphasizes the importance of actively engaging in conversations by asking questions, commenting on what others say, making suggestions, checking for understanding, and asking for clarification. Some students may feel uncomfortable questioning older individuals, but the document notes this is normal in English-speaking cultures. An activity provides model conversation exchanges for students to practice different conversation functions. A short quiz reinforces keys points about speaking in conversations.

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    B1 - Speaking Activities - Teachers Notes 5

    Uploaded by

    Mohamed Nasir
    101 views2 pages
    This document provides teacher notes on keeping conversations going for CEFR level B1 students. It emphasizes the importance of actively engaging in conversations by asking questions, commenting on what others say, making suggestions, checking for understanding, and asking for clarification. Some students may feel uncomfortable questioning older individuals, but the document notes this is normal in English-speaking cultures. An activity provides model conversation exchanges for students to practice different conversation functions. A short quiz reinforces keys points about speaking in conversations.

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    This document provides teacher notes on keeping conversations going for CEFR level B1 students. It emphasizes the importance of actively engaging in conversations by asking questions, commenting on what others say, making suggestions, checking for understanding, and asking for clarification. Some students may feel uncomfortable questioning older individuals, but the document notes this is normal in English-speaking cultures. An activity provides model conversation exchanges for students to practice different conversation functions. A short quiz reinforces keys points about speaking in conversations.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    101 views2 pages

    B1 - Speaking Activities - Teachers Notes 5

    Uploaded by

    Mohamed Nasir
    This document provides teacher notes on keeping conversations going for CEFR level B1 students. It emphasizes the importance of actively engaging in conversations by asking questions, commenting on what others say, making suggestions, checking for understanding, and asking for clarification. Some students may feel uncomfortable questioning older individuals, but the document notes this is normal in English-speaking cultures. An activity provides model conversation exchanges for students to practice different conversation functions. A short quiz reinforces keys points about speaking in conversations.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Speaking activity — Teacher Notes 5

    CEFR level B1

    Keeping the conversation going


    Point out that effective conversation needs the participants to be active, for
    example by
    ◗ asking questions
    ◗ commenting on what the other person says
    ◗ making suggestions
    ◗ checking that the other person understands
    ◗ asking the other person to explain something more clearly
    Emphasise the importance of doing all of this. Some students may feel
    uncomfortable about asking an older person questions, but point out that this is
    normal in English-speaking cultures, and is essential in the GESE and ISE exams.

    This worksheet will help you with:


    ◗ conversation in all situations
    ◗ GESE Grade 7, interactive and conversation phases
    ◗ ISE I, conversation task

    Activity 1
    Complete these exchanges by choosing a sentence from the box to match each function (shown in brackets).
    Write the sentences on the lines. Exchanges 1–3 are spoken by person A, and 4–10 by person B.

    1 A I was really impressed by the film — it was so exciting. (Ask the other person to comment on what you’ve said.)
    What did you think of it?
    B I wasn’t so keen on it.

    2 A Maybe we should wait another five minutes for Stephen. (Ask the other person to comment on your suggestion.)
    What do you think of it?
    B We might be late for the train. I think we should go now.

    3 A I’ve just come back from a week in Paris. (Ask the other person a question.)
    Have you been there?
    B No, but I’d love to go.

    4 A There’s a two-hour limit on parking here.


    B (Check you’ve understood.)
    Does that mean we won’t have enough time for everything we want to do?

    5 A Could you help me carry these boxes, please?


    B (Ask the other person to repeat something.)
    Sorry? I didn’t quite catch that.

    6 A We’re going to have problems completing all this work on time.


    B (Ask the other person to explain what they’ve said.)
    What exactly do you mean?
    7 A You’ll need to get a bus into the town centre.
    B (Ask the other person a question that they may not be able to answer.)
    Do you happen to know how often they run?

    8 A You can ask at the tourist information office about guided walks round the town.
    B OK. (Change the subject to some extent.)
    By the way, I’ll only be here until Thursday.

    9 A I saw the first James Bond film on TV last night. I really enjoyed it.
    B (Comment on what the other person said.)
    I thought it was great, too.

    10 A We can’t do what we’d planned, so we’ll have to go back to my original suggestion.


    B (Ask the other person to explain what they mean.)
    Sorry, I’m not sure I follow you.

    Sentences
    Have put box at the end, as I think
    Sorry? I didn’t quite catch that. the answers are more relevant for the
    teacher version – can eithe put the box
    Do you happen to know how often they run? as it is in the students worksheet for
    reference or get rid of it entirely *****
    What did you think of it?

    I thought it was great, too.

    Sorry, I’m not sure I follow you.

    Does that mean we won’t have enough time for everything we want to do?

    By the way, I’ll only be here until Thursday.

    What do you think?

    Have you been there?

    What exactly do you mean?

    Star test-taker activity


    Here are four sentences about speaking in conversation.
    At the beginning of each sentence, write ‘True’ or ‘False’.

    True
    ….…………………Everyone in a conversation is responsible for its success.
    In English-speaking countries, it’s normally OK to ask the other person questions, even if
    True
    ….…………………they’re much older than you.
    True
    ….…………………If you start ‘By the way,’ it shows you want to change the subject.
    False
    ….…………………You should never give your opinion of what the other person has said.

    This resource was developed using insights gained from analysis of findings from the Trinity
    Lancaster Spoken Learner Corpus, a research collaboration project between Trinity College
    London and the Centre for Corpus Approaches to Social Science (CASS) at Lancaster University.

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