2 Set it as homework. If you do this, ask students to write
their personal responses and conversations instead of
acting them out.
3 Set it as homework but do the Memory Booster (MB)
sections in class in the next lesson. Go through the
answers, but ask students to share responses and
experiences and act out conversations. The activities
labelled ‘MB’ are Memory Booster activities – by
activating newly learned language students should then
be better able to remember it.
Grammar
1
• Ask students to read the article and answer the questions.
ANSWERS
A ‘griot’ is a traditional storyteller.
Time and friends are all you need in life (and a brazier to
make tea).
2
• Ask students to read the article again and choose the
correct options.
1 visited
2 think
3 was
4 was sitting
5 had been gathering
6 have been singing
7 have learned
8 listened
9 had told
10 will stay
9
• Ask students to work individually to prepare a story.
You could set this activity up by telling a story of your
own (if you have one) or by eliciting the sort of story
students might tell (e.g. a story of a life-changing
experience; a story that reflects an experience you
were about to be going through yourself – first day at
college, for example; a story of how life was different
in the past; a story about people in your family you
didn’t know about).
• When students have had a few minutes of preparation
time, ask them to work in pairs and share their stories
with their partner. In feedback, ask different pairs to
briefly retell any interesting stories to the class.
ANSWERS
Students’ own ideas
Extra activity
If you have the technology in your classroom, ask students
to record their stories. You could play them as ‘live’
listenings for the whole class to follow.
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