Vocabulary Core vocabulary: Everyday objects

Exercise 1
• Tell students to look carefully at the photo and guess where the friends are. Ask them to explain the reasons for
their answers.
answer.
In a clothes shop.
Exercise 2 CD 1.09
• Read the question with the class and check students understand what information they should listen for
(the speakers’ opinions of the clothes).
• Play the CD once for students to read and listen, then ask the class for their ideas.
answers.
Shaun likes the red T-shirt, but Leah doesn’t like it. Leah likes
the hat, but Shaun doesn’t like it.
Exercise 3
• Read through the key phrases with the class.
• Ask students to find the key phrases in the dialogue and identify whether they give positive or negative opinions about the items of clothing.
• In a weaker class, draw a table on the board, with two columns. Draw a smiley face in the left-hand column, and a sad face in the right-hand column. As you check the answers, write each phrase in the appropriate column. When this is completed, ask students to copy the table into their books.
• In a stronger class, ask if students can give you any more phrases for expressing positive or negative opinions. You might also like to discuss which phrases are really positive and which are not quite as positive.
answers.
a positive b negative c negative d negative e positive
Exercise 4 CD 1.09
• Focus students on the dialogue at the top of the page and point out that parts of it are incomplete. Tell them not to worry about the blue words at this stage, but just to complete the gapped phrases. Remind them that they heard the complete dialogue in exercise 2, so encourage them to complete it from memory if they can. Once students have finished, play the CD for them to listen and check their answers.
answers.
1 stand 2 I suppose 3 you like it 4 it’s really nice 5 keen on
Exercise 5
• Look at the short exchange shown in the example, and tell students that at this stage, they only need to write dialogues of this length.
• Encourage them to produce as many as they can, using a variety of the words in the box and their own ideas.
• Ask students to perform their exchanges for the class.
answers.
Students’ own answers.
Exercise 6
• You can now tell students to focus on the blue expressions in the main dialogue. Ask students to work in pairs and rewrite the dialogue, replacing these phrases using ideas from exercise 5.
• In a weaker class, focus on ideas for the things they will need to replace each time. For example, This hat could be replaced by another item of clothing.
• In a stronger class, ask students to work in pairs and write their own dialogue, imagining they are shopping together and looking at two or three things. They can include more information than in exercise 5 above, and the dialogue does not need to follow the model as closely. Tell students to decide what things they want to look at, and to plan their dialogues.
• Students practise their new dialogues in pairs. Then they swap roles and practise again.
• As students are working, go round and listen. Check they are using the key phrases correctly, and help with pronunciation.
• Ask some students to perform their dialogues for the class.
answers.
Students’ own answers.