1 Unit Lessons for life Opener 1

ANSWERS
2 p.m. (not 3 p.m.)
EU (European Union)
Audioscript 
 [9]
Hello, everyone. First of all, can I extend a warm welcome
from me and all the staff. My name’s Sarah Curtain,
and I’m the principal here at King’s College. I’m very
happy to see, once again, such a large and diverse range
of nationalities at the college. This year we have over 60
different nationalities, speaking 33 different languages.
It’s that diversity and international perspective that makes
King’s College a unique place to study.
I’m afraid I have to mention a few administrative matters
first, but then I’ll give you some more general advice
about how to make the most of your time here.
So, immediately after this session, there will be coffee in
the Student’s Union where you can meet and chat to staff
and other students. That’s from 11 to 12.30 p.m.
Audioscript 
 [8]
1 
Do you normally eat here?
2 
What’s it like living in New York?
3 
What sort of apartment have you got?
4 
How do you like the new building?
5 
Do you fancy a coffee or something?
Pronunciation notes
Note how do you becomes /dj
ə/ and the weak forms and 
linking elsewhere (between what’s and it, sort and of, 
and fancy and a).
6
• Organize the class into pairs. Ask students to take turns
to act out two of the conversations from Exercise 3. It’s a
good idea to prepare students to do this. Ask them to
study audioscript 6 on page 180 of the Student’s Book.
Tell them to choose expressions to use in each situation
before trying to improvise dialogues.
• As students speak, monitor their performance. Note
down errors students make. In feedback, write errors
on the board and ask students to correct them.
7
• Organize the class into new pairs. Ask students to
prepare conversations using the notes in Exercise 7
before acting them out.
• As students speak, monitor their performance. Note
down errors students make. In feedback, write errors
on the board and ask students to correct them.
Extra activity
Once students have practised the dialogues in pairs, ask 
them to stand up, walk round, and improvise dialogues 
with three or four different people. This activity lends itself 
well to a mingle, and mingles are effective because they 
encourage students to vary their interaction each time they 
talk to someone new in the class.
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3/1/18 4:18 PM

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