In conversation B1 2nd edition - Teaching Notes Tom Hadland - Klett Sprachen
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In conversation B1
2nd edition
Teaching Notes
Tom HadlandContents Getting to know each other 3 1 Who do you think you are? 4 2 Music 6 3 Happiness 8 4 Good neighbours 10 5 Charity 12 6 Time 14 7 The fame game 16 8 Big screen, small screen 18 9 A sense of adventure 20 10 Pets – To have, or not to have 22 11 Free-time activities 24 12 Personal space 26 13 Modern life 28 14 Unusual childhoods 30 15 Summer holidays – then and now 32 16 Shop till you drop? 34 17 Digital life 36 18 High anxiety 38 19 Food for thought 40 20 Celebrate 42 Teaching Notes for In conversation B1 (ISBN 978-3-12-501558-6) All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. Delta Publishing, 2022 www.deltapublishing.co.uk www.klett-sprachen.de/delta DELTA Publishing, an imprint of the Ernst Klett Sprachen GmbH © Ernst Klett Sprachen GmbH, Rotebühlstraße 77, 70178 Stuttgart, 2022 Author: Tom Hadland Editor: Cathy Rogers Layout and typesetting: Regina Krawatzki
Getting to know each other
Lesson aims Your notes
– Learn how to talk about yourself and what you have in
________________________________________
common with other students fluently.
________________________________________
1a Demonstrate by completing the sentences about ________________________________________
yourself. Elicit that students should use an infinitive after
________________________________________
used to and an -ing form after I’ve been.
________________________________________
Collect the pieces of paper and keep them safe for the
end of the lesson. ________________________________________
________________________________________
1b To feed back, ask different students to tell the class ________________________________________
the most interesting answer that their partner gave.
________________________________________
2 Tell students which side of the classroom is for ________________________________________
students whose name is closest to A. After students line
________________________________________
up for the first time, ask them to say their names and
check as a class that they are standing in alphabetical ________________________________________
order.
________________________________________
Then ask them to find out where they were born and
________________________________________
reorder themselves. Point out the question Where were
you born? and the reply I was born in … Again, tell them ________________________________________
which side of the classroom represents the nearest place.
________________________________________
To feed back, ask the class if they remember where
________________________________________
different students were born.
________________________________________
3 Demonstrate by asking students to ask you about ________________________________________
some of the pairs of items. Give your opinion, using some
________________________________________
of the phrases.
________________________________________
To feed back, ask different students to summarize the
things that they found in common with their partner. Ask ________________________________________
them which items they enjoyed talking about the most,
________________________________________
and why.
________________________________________
4 Hand out a piece of paper to each student, and ask ________________________________________
them to take turns to read out the sentences. If the
________________________________________
class doesn’t know who wrote them, ask the students
to identify themselves. Encourage the class to ask them ________________________________________
more questions about the topics that they wrote about.
________________________________________
________________________________________
Fast finishers
________________________________________
Students think of some more pairs of items, like
the ones in exercise 3. They can either ask another ________________________________________
student which they prefer, or write a summary of
________________________________________
their own preferences.
________________________________________
________________________________________
________________________________________
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In conversation B1 2nd edition | 978-3-12-501558-61 Who do you think you are?
Lesson aims 3a Point out that the phrases on each line in the INFO
– Learn to speak confidently on the topics of names and box are synonyms or have a similar meaning. Christian
identities. name is now rarely used officially in English-speaking
– Learn vocabulary related to names. countries. Pet name usually refers to a name only used
between people with a very close, loving relationship such
as parents / children or partners.
Before you start
Focus on the lesson title Who do you think you are?
Point out that we often use this question when we INFO
are angry because someone has behaved badly; Double-barrelled surnames in the UK are
however, it is also the name of a popular UK TV show traditionally associated with the upper classes.
in which celebrities learn about their ancestry. Ask But in recent years, they have become more common
students if there is a show like this in their country, throughout society; they are often given to children
and if they would be interested in watching it. whose parents have a different surname, as a way of
passing on both surnames.
1 Ask students to discuss what they think the headlines
are about, even if they don’t know who the people are. 3 Ask students if it’s possible to change their name
Ask them what think about each of the names in the officially in their country. When feeding back, ask them if
headlines. they know anyone who uses a different name from the
name they were given at birth, and why.
INFO
Oprah Winfrey is a US talk show host. She 4 Before students discuss, elicit some popular surnames
interviewed Prince Harry and his wife, Meghan (family names) in the students’ country and write them
Markle, in 2021. on the board.
Oliver and Olivia were the most popular names for
new babies in England and Wales for several years 5 1 Check answers to 1, 2, 3 and 5 and ask students
up to 2020. what other details they remember about each of the
speakers before they discuss 4 and 6.
Brazilian footballer Ronaldinho was held in jail in
Paraguay in 2020, accused of using a fake passport.
Answers:
Elon Musk is a South African-born entrepreneur;
1
Because she went back to using her maiden name,
Grimes is a Canadian singer. Each character in their
so she no longer had the same surname as her
son’s name represents things which are important to
children.
them.
2
It’s a rhetorical question which implies that a
American singers Beyoncé and Jay-Z have been name isn’t important.
together for over 20 years. 3
Because people shortened her first name
(Winifred) to Freddy, which sounded like a boy’s
name.
4 Students’ own answers
2a–b To feed back, ask students which of the names 5 Because it’s part of her.
in the list they like, and why. Point out that names like
6 Students’ own answers
Jackson and Tailor are more common as surnames, but are
also popular in North America as first names; traditional
surnames as first names are also becoming popular in the
UK, too. You could ask students to research whether the 6 Before students do the activity, focus on the example;
names are boys’ names, girls’ names or both. elicit ideas about why each word might be important.
You could ask students to work with a new partner. To
feed back, ask each student to tell the class the most
Answers: 2 g, 3 h, 4 f, 5 a, 6 b, 7 c, 8 e
interesting thing they found out about their partner.
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© Ernst Klett Sprachen GmbH, Rotebuehlstraße 77, 70178 D-Stuttgart
In conversation B1 2nd edition | 978-3-12-501558-67 Be aware that not all students may feel comfortable 10 You could ask students to find a new partner before
discussing LGBT or gender issues, or may have opposing they discuss the questions.
views. Avoid whole-class feedback if not appropriate for
your class.
Fast finishers
INFO In pairs, students think of someone they know whose
Mate means friend and is a common way for name has a story behind it and tell their partner
(mostly, but not exclusively) men to address about it.
each other informally in the UK and Australia. It’s
used by both strangers and friends.
In North America, words like man and dude are used Homework 1
in a similar way. Before the end of class, refer students to the activity
on page 58. Point out that they should write key
information or notes in each circle, not full sentences.
To check students’ homework, put them in pairs
8 Point out that people are usually happy to use the to discuss the topics. To feed back, ask different
words in the list to describe their ethnicity, for example
students to tell the class something interesting they
black, mixed race, Asian – as long as the words accurately
learnt about their partner.
describe their heritage. People from ethnic minorities
often identify as Indian, Caribbean, etc as well as British,
American, etc. However, people are often unhappy if their
ethnicity or heritage is mentioned when it isn’t relevant. Your notes
________________________________________
9a Ask students to check in pairs, and take turns to
________________________________________
read out the text as if they were Sindhu. Point out that
mishmash means a mixture; people of mixed heritage ________________________________________
might use it about themselves but might take offence if
________________________________________
others used it to describe them.
________________________________________
Answers: 1, 5, 8, 3, 9, 7, 2, 4, 6 ________________________________________
________________________________________
________________________________________
9b Ask students to underline the sections of the text
where they found the answers. ________________________________________
________________________________________
Answers: 1 false, 2 true, 3 false, 4 false, 5 true, 6 true
________________________________________
________________________________________
9c You could ask students to think of more questions ________________________________________
that Sindhu answers, for example Are you religious? What
________________________________________
languages do you speak? Ask students to cover the text
and role play an interview, trying to remember as much ________________________________________
information about Sindhu as possible.
________________________________________
________________________________________
Possible Answers:
What’s your identity / How would you describe your ________________________________________
identity?
________________________________________
Indian, sister, mother, teacher, Hindi, British, singer
________________________________________
________________________________________
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In conversation B1 2nd edition | 978-3-12-501558-62 Music
Lesson aims 2c Before students read, draw their attention to the
– Learn to discuss music and everyday sounds fluently. title of the text, and ask them to predict some ideas.
– Learn adjectives and abstract nouns to describe After checking answers, focus on the last sentence of the
feelings. text, and ask the class to explain what they understand
by the serious deterioration in the messages of some
popular music (the lyrics and meanings have become very
Before you start
negative) and discuss whether or not they agree.
Draw a mind map on the board, with the word music
in the middle, and circles connected to it with the
words musical genres, musical instruments, ways to Answers:
listen to music, other words connected with music. 1 happiness 6 sad
Elicit some examples, then ask students to draw and 2 sadness 7 depressed
continue the mind map in pairs. 3 relaxed 8 stressed
4 bore 9 irritated
5 lonely
1 To feed back, ask different pairs to summarise what
they discussed about each question.
2d Put students into groups to discuss the statements.
You could write some phrases on the board to help them
2a Students can work in pairs. Point out that the words
discuss, e.g. I totally agree / disagree, I see what you mean,
are all nouns and describe feelings.
but … , That’s a good point, I’m on the fence on this one.
Suggested answers:
positive: warmth, relaxation, happiness, excitement,
3 2 Point out we use the expression a piece of music
to describe individual musical works. You could also ask
comfort, calmness
students to identify what genre they would describe
negative: anger, anxiety, sadness, loneliness, irritation, each piece of music as, and which instruments they can
fear, coldness, stress, boredom identify.
Suggested answers:
3a You could ask students to write the adjectives on 1 happy, warm, relaxing, cheerful, uplifting
the board. Point out that that some of the word families 2 sad, calm, depressing, relaxing, lonely
include related adjectives which describe something that 3 happy, excited, warm
causes a feeling rather than the feeling itself, e.g. exciting, 4 anxious, excited, afraid, stressed
irritating, stressful, depressing. 5 happy, warm, comforting, uplifting, energetic
Answers:
2 anxious 9 warm 4a Before students read, ask students what they know
3 sad 10 relaxed about the composer Mozart (see INFO box below for
4 lonely 11 stressed background information). Elicit what ‘the Mozart Effect is’
5 happy 12 comfortable before they discuss the questions (the idea that listening
6 excited 13 calm to music, particularly Mozart, has mental and physical
7 irritated 14 bored benefits). Ask different pairs to feed back on each of the
8 afraid / frightened 15 depressed questions.
INFO
Wolfgang Amadeus Mozart wrote hundreds of
pieces of music for orchestra, piano and voice.
He is famous for being a child genius – he started
composing before he was 5, and wrote his first
symphony aged 8.
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© Ernst Klett Sprachen GmbH, Rotebuehlstraße 77, 70178 D-Stuttgart
In conversation B1 2nd edition | 978-3-12-501558-64b Ask students why they think the fact in the INFO box Your notes
about music in supermarkets is true.
________________________________________
________________________________________
5a Before students read the statements, elicit
definitions for music and noise. Ask them which types of ________________________________________
music are popular with different generations, and why.
________________________________________
________________________________________
Extra activity
Put students into small groups and ask them ________________________________________
to choose a genre of music. Then tell them to
________________________________________
imagine that all music will be banned, apart from
one genre. They should prepare a short presentation ________________________________________
about why their genre should be permitted. At the
________________________________________
end, students vote on which genre of music will be
allowed. Encourage them to consider the arguments ________________________________________
they heard as well as their own personal taste.
________________________________________
________________________________________
5b–c Students discuss the questions in pairs. To extend ________________________________________
the activity, ask different students to describe some of the
________________________________________
sounds without naming them. The rest of the class guess
the sound. ________________________________________
________________________________________
________________________________________
Fast finishers
In pairs, students look back at the nouns and ________________________________________
adjectives on page 8, and tell each other about times
________________________________________
when they experienced those emotions.
________________________________________
________________________________________
Homework 2
________________________________________
At the start of the next lesson, before checking
answers, ask different students to summarize the ________________________________________
advice for each age group in their own words for the
________________________________________
class.
________________________________________
Answers: ________________________________________
1 5+ years
________________________________________
2 the unborn baby
3 newborns ________________________________________
4 2–5 years
________________________________________
5 0–2 years
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
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In conversation B1 2nd edition | 978-3-12-501558-63 Happiness
Lesson aims 3a Before students do the exercise, read the
– Learn to discuss the topic of happiness fluently. introduction. Elicit that the blues means sad feelings, and
– Learn idioms connected to happiness. we can use blue to mean ‘sad’ or ‘depressed’ (you could
point out that this usage is very popular in pop songs).
Point out that we mostly use ‘deed’ in expressions like a
Before you start
good deed, a kind deed.
Write the following on the board:
good health a nice place to live a job you like
Answers:
supportive family good friends wealth
1 grateful
Ask students to rank them in order of importance in 2 good
life, and explain the order to their partner. 3 deed
4 friends / family
5 family / friends
6 enjoy
1a Ask different students to describe each picture for
7 pleasures
the class before they read the suggestions below. To feed
8 time
back, ask them if they agree or disagree strongly with any
9 relax
of the suggestions, and why. To extend the activity, ask
10 forgive
them to think of their own ideas to complete sentences
11 laugh
starting If you want happiness for … .
Extra activity
In pairs, ask students to think of different
3b–c Feed back by asking students to raise their hand
if they regularly do each of the steps in the article. For
examples of happiness for each of the time
each step, ask a student who didn’t raise their hand if
periods.
they think the tip would be helpful or not, and why.
1b After they have thought about and written down
4a Elicit that in seventh heaven is an idiom which means
extremely happy. Ask students if they have any similar
their answers, you could ask different students to
idioms in their language.
complete the sentence on the board. Then ask the class
which of their classmates’ suggestions they like most,
and why. 4b 3 Tell students that they’re going to listen to a lot
of people, and only six of them mention things in the list.
After checking answers, ask them what other things were
2a To feed back, ask one student who thinks each
mentioned.
statement is true, and one who thinks it is false, to
explain why.
Answers:
1 a swing
2b Find out if any students guessed all 6 statements 2 ketchup
correctly. Ask which information students found most
5 a cup of tea
surprising.
7 a loving family
8 a helmet
Answers: 11 a picnic
1 False
2 True
3 True
4 False
5 True
6 True
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In conversation B1 2nd edition | 978-3-12-501558-64c 3 After checking answers, elicit different ways for Your notes
students to finish the sentences for themselves.
________________________________________
________________________________________
Answers:
Happiness is whatever you want it to be. ________________________________________
My tip would be avoiding debt.
________________________________________
There’s nothing like sitting by the fire on a cold, rainy
night … ________________________________________
I just love swimming!
________________________________________
Being a grandparent, having a loving family … that’s
happiness. ________________________________________
I find happiness when I walk through my
________________________________________
neighbourhood in any weather really.
________________________________________
________________________________________
5 Refer students to the Useful Phrases at the top of
________________________________________
the page before they discuss the questions. Discuss the
meanings of I feel a million dollars (I feel very confident), ________________________________________
over the moon (very happy) and happy-go-lucky (someone
________________________________________
cheerful who doesn’t worry about the future).
________________________________________
________________________________________
Fast finishers
________________________________________
Ask students to write one or two more ‘steps’ for the
article on page 11, and share them with their group. ________________________________________
________________________________________
________________________________________
Homework 3
If students aren’t much older than 16, they can ________________________________________
choose a different age to write to their younger self.
________________________________________
In the next lesson, ask for some volunteers to read
their letters to the class, but don’t insist if students ________________________________________
don’t want to.
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
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In conversation B1 2nd edition | 978-3-12-501558-64 Good neighbours
Lesson aims
– Learn to discuss relationships with people in your local Extra activity
community fluently. Ask students to walk around the classroom,
– Learn nouns and noun phrases related to living in a imagining that it is their local area, greeting
community. each other and stopping for a quick chat as they
pass. Before they start, you could elicit some typical
topics that they might chat about, e.g. the weather,
Before you start
local news, what they did last weekend / are doing
Tell students that today’s lesson is about neighbours.
next weekend, etc. Encourage them to greet and talk
Ask students to make a list of things that people
to as many ‘neighbours’ as possible.
usually talk to their neighbours about, and things
they usually don’t talk about.
4 To follow up, ask students to write complete sentences
of their own using the phrases.
1 To feed back, ask a different student to answer each
question for the class. Ask students if anyone has very
strong feelings – positive or negative – about their Answers:
neighbours, and why. 1 know
2 be
3 move
INFO
4 say
In a recent survey of European countries,
5 go
Spain was the most neighbourly country; 78.2%
6 make
people said that they felt close to their neighbours.
7 leave
Germany was the least neighbourly, with only 58.3%
8 greet
of people agreeing.
9 break
2 After feeding back on the questions, ask the class why 5 Point out that in sentence 2 e, the pronoun they refers
they think people in cities and big towns generally don’t
to someone. Explain that it’s common to use they / them
greet each other on the street, and if they think that this
informally when we refer to one unspecified person; a
is a problem.
more formal alternative is he or she / him or her.
Ask students to discuss whether they agree with each
3 You could draw the following table on the board and
completed sentence or not.
ask students to complete it with ideas from the article, as
well as their own ideas.
Answers:
2 e
positive points negative points
3 a
4 c
people in cities 5 d
people in small
towns 6 4 Before playing the audio, focus on the name of
Ben’s book (‘Help your neighbours to survive you’) and
elicit some suggestions about what ideas the book might
have.
Answers: 2, 3, 4, 5
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In conversation B1 2nd edition | 978-3-12-501558-67 You could ask students to work with a different Your notes
partner for this activity. Encourage them to consider
________________________________________
arguments both for and against each statement as they
discuss. ________________________________________
________________________________________
8 After checking the answer, ask if any students have
________________________________________
eaten fish and chips in the UK, and what they thought
of it. Explain that a large amount of oil is used to fry the ________________________________________
food, and this creates a strong smell.
________________________________________
You could point out that the name of the restaurant (Joe’s
________________________________________
Place) is a play on words, because ‘plaice’ is a popular type
of fish used in fish and chips. ________________________________________
________________________________________
Answer:
________________________________________
Restaurant owner Joe Aikens has closed his
restaurant because neighbours complained about ________________________________________
the cooking smells.
________________________________________
________________________________________
9 To feed back, have a class vote: should neighbours ________________________________________
have the right to force a business such as a restaurant to
________________________________________
close?
________________________________________
________________________________________
Fast finishers
________________________________________
In small groups, ask students to role play a meeting
with Joe Aikens and some of the neighbours. They ________________________________________
should discuss the situation and make suggestions
________________________________________
about what to do.
________________________________________
________________________________________
Homework 4
________________________________________
At the start of the next lesson, copy the initial words
from page 59 onto the board, and ask different ________________________________________
students to complete the sentences with their ideas.
________________________________________
Ask the class which ideas they particularly like, and
why. ________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
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In conversation B1 2nd edition | 978-3-12-501558-65 Charity
Lesson aims 2b Elicit the verbs related to ‘volunteers’ (volunteer)
– Learn to discuss different international charities and and ‘donation’ (donate). Point out some other useful
ways to raise money. vocabulary related to charities from the article: aim (to do
– Learn vocabulary related to charities. something), end (v) (something), developing countries, in
need, workshops, promote, equipment, provide.
Before you start
Write the word charity on the board. In pairs, ask Answers:
students for characteristics of charities, e.g. they 1 volunteers
help people in need, usually don’t make a profit, they 2 lobby
receive money from donations. Feed back as a class, 3 donation
then elicit some examples of well-known charities. 4 mission
1a–b If students aren’t familiar with the charities, you 2c Tell students they can donate the money to a
could ask them to research information about one of the maximum of three charities, so that they think about
charities online, and feed back to a group about the type which problems are most in need of help. If you are short
of work they do. of time, ask pairs to report to another pair about their
choices, rather than to the whole class.
Answers:
1 Amnesty International 3a Focus on the title of the questionnaire and elicit the
2 Oxfam meaning of engaged (interested and up-to-date). To check
3 Médecins Sans Frontières answers, ask students to explain the meaning of each
4 World Wildlife Fund phrase using their own words. Make sure they understand
5 Save the Children that been is the past participle of go, in the expression go
6 British Heart Foundation on a demonstration.
You could ask students to explain how easy or difficult it
would be to do each of the actions in the questionnaire.
Extra activity
In pairs, ask students to describe each logo, ie:
Answers:
a black candle with wire, three white semi-
1 donated
circles on a green background.
2 raised
Then ask them to discuss why they think the 3 signed
charities chose those designs, and which logo they 4 volunteered
like most and why. 5 placed a bid
6 been
7 shared
8 boycotted
2a Ask students which of these charities they think
does the most important work, and why. You could point
out that streetwise is also an adjective which refers to
(usually young) people who know how to avoid or deal 3b Encourage students to use some of the Useful
with dangerous situations, particularly in a city. Phrases at the top of the page in their discussions.
Ask for volunteers to feed back to the class with
Answers: something interesting about their new partner.
1 Whale Watch
2 Safe Child
3 Life begins at 60
4 StreetWise
5 Excel
6 Relief
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In conversation B1 2nd edition | 978-3-12-501558-64a 5 Before playing the audio, pre-teach jumble sale
Fast finishers
(an event where people bring personal possessions to
Students think of a problem in their community, and
sell, usually at fairly low prices – often to raise money for
invent a charity that could help it. They should think
charity or for something specific).
of a name, invent information about what the charity
does. They can design a logo if they like.
Answers:
Their ideas include: raising money for the local dogs’
home, doing a sponsored swim, organizing a jumble
Homework 5
sale, asking famous people to open the event for
At the start of the next lesson, put students in small
them, getting a Chelsea football player to open the
groups to discuss the questions, before feeding back
jumble sale, getting the football club to sponsor the
to the class.
event, going to a newspaper to ask them to write an
article about the event.
Your notes
4b 5 Point out that these sentences are all ________________________________________
suggestions. You could ask students to look at the verb
________________________________________
forms and predict the missing expressions before they
listen. ________________________________________
________________________________________
Answers:
________________________________________
1 How about
2 Let’s ________________________________________
3 Why don’t
________________________________________
4 should
5 wouldn’t, bad idea ________________________________________
6 might, worth
________________________________________
________________________________________
4c Before students start, brainstorm local charities as ________________________________________
a class, or allow them to research charities online. Have
________________________________________
a class vote after each group has presented their idea to
find out which group’s ideas are the most popular. ________________________________________
________________________________________
5a If students can’t think of any people, ask them to
________________________________________
research some online.
________________________________________
5b–c Encourage students to ask questions about each ________________________________________
other’s person as they listen. To feed back, ask different
________________________________________
students to say what they learnt about their partner’s
person. ________________________________________
________________________________________
5d To finish, ask students if they feel more likely to do
________________________________________
something to help charities now, and why / why not.
________________________________________
________________________________________
________________________________________
________________________________________
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In conversation B1 2nd edition | 978-3-12-501558-66 Time
Lesson aims 2c Ask students to explain what the quotations mean,
– Learn to discuss social media and its consequences using their own words, and to say if they agree or not and
fluently. why.
– Learn idioms with the word time.
3a You could discuss the questions as a class. Ask for
Before you start some more examples of ‘wasting time’, and ask other
Write some of the Useful Phrases from the top of students if they agree.
pages 16–17 on the board, but instead of the word
time, leave a gap in each phrase. Without saying
anything, continue to write the phrases until students
3b 6 Give students time to read the options on
page 48 before they listen. After checking answers, ask
realize that they all contain the same missing word.
what extra information they can remember about the
Then in pairs, ask them to discuss what each phrase
conversation.
means. Encourage them to check their ideas in a
dictionary.
Answers:
1 d
2 a
1 Ask students if they think the woman is being serious 3 d
when she says ‘How about never? Is never good for you?’
(probably not – if this were serious, it would be extremely
rude!).
To feed back, have a class vote on question 3. Ask
3c 6 Tell students that some of the sentences are
long – they should write as much as they can as they
different students to explain their opinion to the class.
listen, but they shouldn’t worry if they can’t write the
complete sentences.
2a Elicit the meaning of scroll before students read the
article (move down a document, app, website, etc on a
Answers:
digital device so that more content appears).
Everyone is talking about time management …
I’ve read dozens of articles on how to organize my
Answers: life …
1 144 minutes I’m getting tired of these experts who tell you to have
2
you can stay in touch with people, it can save a shower before going to bed …
time if you need help with a problem, people can The downside of all this is, of course, that you’ll be
share free food etc, it’s necessary for marketing a awake longer in the evening …
product or service I think it isn’t a bad idea to have a shopping list …
I’ve often noticed that ideas just pop into my head
when I’m wasting time.
2b To feed back, ask students to write down how long
they think they spend on social media and then hold it up
for each other to see. Identify who thinks they use it most 4 To feed back, collect students’ ideas for time-saving
and least, and ask those students if they’re happy with tips and write them on the board. Ask students which of
the time they spend on social medial. the tips they like the most, and why.
INFO
There are nearly 3.5 billion social media
users and every user has an average of 7.6 social
media accounts.
Facebook is the most popular social media site, with
2.75 billion user profiles.
14 DELTA Publishing 2022 | www.deltapublishing.co.uk
© Ernst Klett Sprachen GmbH, Rotebuehlstraße 77, 70178 D-Stuttgart
In conversation B1 2nd edition | 978-3-12-501558-6________________________________________
Fast finishers
Students write a paragraph to summarize their ________________________________________
attitude towards social media, like the ones in the
________________________________________
article. They then read out their paragraph to their
group. ________________________________________
________________________________________
________________________________________
Homework 6
You could follow up by asking students to produce ________________________________________
a pie chart that shows how they think they spend
________________________________________
their own time; in pairs, they present the pie charts
and talk about how it’s different from the chart on ________________________________________
page 60.
________________________________________
________________________________________
Your notes ________________________________________
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© Ernst Klett Sprachen GmbH, Rotebuehlstraße 77, 70178 D-Stuttgart
In conversation B1 2nd edition | 978-3-12-501558-67 The fame game
Lesson aims 2c To feed back, collect as many examples as possible
– Learn to discuss the topic of fame fluently. for each of the texts. Ask students if they disagree with
– Learn expressions related to fame. any of the suggested examples.
Before you start 3a You could put students in different groups to discuss
Ask What makes people famous? Elicit a couple of the questions. Encourage students to use some of the
ideas, e.g. being an actor, playing sport, inventing Useful Phrases at the top of the page.
something. Students continue in pairs, then feed back
and make a class list on the board.
3b After checking answers, ask students which ideas
from the article they agree and disagree with.
1 Encourage students to be imaginative about the Answers:
famous people they chose; remind them of the different
1, 3, 5 Students’ own answers
categories of famous people from the Before you start
2 There are TV channels and magazines dedicated
activity.
to the lifestyles of the rich and the famous. There
Students could also use Post-it notes, and stick the names are TV shows which turn normal people into
on each other’s foreheads, so they’re easier to see. Make celebrities overnight.
sure they realise they can only ask each classmate two 4 Young people might turn away from schoolwork.
yes / no questions. Education might no longer be important to them.
Children might waste the opportunity of getting a
good school education.
2a Make sure students realise the descriptions don’t
refer to specific people, and that there is no correct
answer. Encourage students to justify their choices when
they discuss in pairs. INFO
The first Kardashian to become famous was
Robert, the father of reality TV stars Kim,
Suggested answers:
Kourtney and Khloé Kardashian. Robert was a lawyer
4, 1 and 3 are the most famous now
who defended the former American footballer O.J.
2 and 5 are less famous Simpson in a famous trial in 1995. Simpson was
accused of killing his wife, Nicole (who was a friend
(It isn’t clear how famous 6 is.)
of Robert’s wife Kris).
2b Ask students to work out whether each item is a
3c Give students time to read their role cards before
verb, noun or phrase as they discuss the meanings. Point
they start the activity and think about what they’d like to
out that a has-been is a noun, and is a negative way to
say. Point out that Student A is in charge of the debate,
describe someone.
and should help the group to reach agreement.
If your class doesn’t divide into 4, have some larger
Suggested answers:
groups: two students can take one of the roles B, C
hit (n): something or someone who is very popular
or D. However, there should always be one Student A
all the rage (phr) = very popular at a particular time
per group.
has-been (n) = someone who has lost their fame
minor celebrity (n) = someone who is only slightly
famous 4a 7 You could check answers by playing the audio
household name (n) = someone who most people are again and asking students to say ‘stop’ when they hear
familiar with each of the ideas mentioned.
mob (v) = surround excitedly (a lot of people)
up-and-coming star (n) = someone who is becoming
Answers: 2, 6, 1, 3, 4, 5
more and more popular
make a name for yourself (v) = become famous
in all the papers (phr) = mentioned in the news at a
particular time
16 DELTA Publishing 2022 | www.deltapublishing.co.uk
© Ernst Klett Sprachen GmbH, Rotebuehlstraße 77, 70178 D-Stuttgart
In conversation B1 2nd edition | 978-3-12-501558-64b After checking answers, ask students whose views Your notes
are most similar to their own: Vicky or Brian.
________________________________________
________________________________________
Answers:
1
Vicky is only interested in the money that fame ________________________________________
brings.
________________________________________
2
She thinks it would get a bit tiring to be loved by
millions of fans. ________________________________________
3
Brian would love to be famous because it would
________________________________________
give him a chance to do things that normal people
don’t have the chance to do. ________________________________________
4
He would like to be famous for being a great
________________________________________
sportsman.
________________________________________
________________________________________
4b 7 When checking answers, elicit the meaning
________________________________________
of stalk (follow, watch or contact someone over a period
of time, often illegally). Ask if they know what laws exist ________________________________________
against stalking in their country.
________________________________________
________________________________________
Answers:
I’d love to be famous. ________________________________________
I’d quite like to earn a lot of money but that’s all.
________________________________________
I wouldn’t mind being in the papers occasionally.
I wouldn’t be very keen on being loved by millions. ________________________________________
I wouldn’t want to be famous for something silly.
________________________________________
I’d hate to be stalked.
________________________________________
________________________________________
5a–b You could ask students to find a partner who has ________________________________________
the opposite view to them about being famous. To finish,
ask if any students have changed their views on the topic ________________________________________
since before this lesson, and why.
________________________________________
________________________________________
Fast finishers ________________________________________
In pairs, students role play a conversation between
________________________________________
a famous person and a fan. They can decide if the
famous person enjoys chatting to fans not. ________________________________________
________________________________________
________________________________________
Homework 7
At the start of the next lesson, ask for volunteers ________________________________________
to read their advice to the class. Then ask the class
________________________________________
whose advice they thought was best, and why.
________________________________________
________________________________________
________________________________________
________________________________________
DELTA Publishing 2022 | www.deltapublishing.co.uk 17
© Ernst Klett Sprachen GmbH, Rotebuehlstraße 77, 70178 D-Stuttgart
In conversation B1 2nd edition | 978-3-12-501558-68 Big screen, small screen
Lesson aims 3b Before students discuss, you could brainstorm some
– Learn to discuss the topic of TV and films fluently. adjectives for giving our opinions about films, e.g. boring,
– Learn vocabulary to describe TV shows. exciting, ridiculous, sentimental, predictable, depressing.
Have a class vote to discover the most and least favourite
Before you start genres in the class.
Think of a well-known film, for example Titanic. Write
words about the film on the board, one at a time,
Extra activity
leaving a pause between them, for example ship,
Write the following film genres on the board.
romance, iceberg, until students guess the film. Then
ask students to repeat the activity in pairs. horror action musical documentary adventure
comedy thriller romcom drama western
Ask students to guess the order of popularity, based
1 Point out that the logos show different UK TV as well on percentage of cinema tickets that have been sold
as Netflix; Odeon is a chain of UK cinemas. between 1995–2021.
Encourage students to use some of the Useful Phrases at Answers:
the top of the page. To feed back, ask different students 1 adventure (27% of all cinema tickets), 2 action
to tell the class one interesting thing they learnt about (21%), 3 comedy (16%), 4 drama (15%), 5 thriller (8%),
one of their groupmate’s viewing habits. 6 horror (6%), 7 romcom (4%), 8 musical (2%),
9 documentary (1%), 10 western (0.5%)
2a 8 Students may be confused by the double
prepositions in 5 and 7. Explain that it’s on is a synonym
for it’s being shown in the context of films and TV. 3c Ask students to explain the meaning of the phrases
in the questions using their own words, to check they
Elicit expressions in the questions to talk about people
understand them.
whose names we can’t remember: It’s the same one who
…, that man from.
Answers:
1 modern songs
Answers:
2 unexpected twist
1 on, g
3 flashbacks
2 about, f
4 unknown actors
3 in, b
5 dubbed dialogues
4 by, a
5 at, d
6 on, c
7 for, e 3d To feed back, ask the pairs if they mostly agreed or
disagreed with their classmates about the features of a
film that they enjoy.
2b To feed back, ask different pairs to repeat their
dialogues for the class without specifying the names of 4 Point out that students might have to argue in
the film. The class try to guess the films. favour of an opinion that they don’t personally hold.
Give students a time limit – e.g. 5 minutes – to develop
their arguments. Then create new groups of 4 consisting
3a Ask students to make the list themselves. When they
of students from both A and B to debate each other. To
can’t add any more, ask the class if they think each genre
feed back, ask each group which side they think had the
is spelled correctly, and correct any words if necessary. To
strongest arguments.
follow up, ask the class to think of examples of films for
each genre.
18 DELTA Publishing 2022 | www.deltapublishing.co.uk
© Ernst Klett Sprachen GmbH, Rotebuehlstraße 77, 70178 D-Stuttgart
In conversation B1 2nd edition | 978-3-12-501558-65a Explain that sitcom means situation comedy, and is
Fast finishers
based around recurring characters in a particular location.
Students invent some more TV shows, and write a
brief description for each, like in the list on page 21.
Answers: They read their descriptions to each other and vote
1 sports programme on the best in their groups.
2 film
3 drama series
4 reality show
Homework 8
5 soap opera
Suggest that students underline the sections in the
6 the news
text where they found the correct answers.
7 sitcom
8 quiz show
9 documentary Answers:
10 comedy show 1 liked, they have a special offer for over 60s
2
liked, the story was interesting, well told and
beautifully filmed
3 liked, they talked about it afterwards
5b Check students can pronounce premiere /ˈpremieə/ 4
liked, they were comfortable and drinks are
and comedian /kəˈmiːdiən/ correctly.
brought
5 disliked, it still smells of popcorn
Answers:
1 premiere
2 hit
Your notes
3 friendly
4 viewers ________________________________________
5 blockbuster
________________________________________
6 comedian
7 kickoff ________________________________________
8 episode
________________________________________
________________________________________
5c Write some expressions on the board to help ________________________________________
students discuss their schedule, e.g.
________________________________________
This show sounds … , The viewers will love this … , This
________________________________________
would work better earlier/later … , This is too similar to … .
________________________________________
Invite each group to the front of the class to present
their schedule, and justify their decisions. The rest of the ________________________________________
class can ask questions when each group finishes their
________________________________________
presentation.
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
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© Ernst Klett Sprachen GmbH, Rotebuehlstraße 77, 70178 D-Stuttgart
In conversation B1 2nd edition | 978-3-12-501558-69 A sense of adventure
Lesson aims 3b 9 When students feed back, ask them what else
– Learn to discuss unusual transport, and adventurous they remember about Ben’s trip.
trips fluently.
– Learn phrasal verbs to describe relationships with
Answers:
friends.
two years and ten months (his first trip took him
one week)
Before you start
Write the word adventure on the board. In pairs, ask
students to tell each other about an adventure that
they’ve had.
3c 9 After checking answers, ask for a volunteer to
draw a rough map of the world on the board. Then ask
other students to draw the different stages of Ben’s trip
on the map.
1 After each round, ask pairs to swap and mark each
other’s lists. To make it more challenging, add other
Answers:
categories related to holidays such as holiday activity,
1 Alaska
food. Students can incorporate these into their perfect
2 Beijing
holiday ideas.
3 Cape Town
4 Athens
2a Ask students to describe each photo and speculate 5 $3
about which country it is in, as well as the type of 6 $5
transport that they see. Encourage them to use the 7 plane tickets
expressions below the list of vocabulary. 8 a new camera
9 three months
Answers:
1 sledge
2 canoe 3d–3e To feed back, ask different pairs to repeat one
3 jet pack of their questions and answers for the class.
4 hovercraft
5 tuk-tuk
6 wet sub
4a Encourage students to use some of the Useful
Phrases at the top of the page for questions 5 and 6.
You could ask students to take time to think about their
responses before they talk, and write down some key
2b To feed back, ask students which type of transport words, such as the destinations of the different types of
they think would be most fun to travel on, and why.
journeys. They swap their key words with their partner,
and ask and answer about them.
INFO
Tuk-tuks are most associated with Thailand,
but similar vehicles are used commonly in cities
4b You could ask students to read the article quickly
and find out where Ed Stafford walked (from the source
throughout South and South East Asia. The name
of the River Amazon to the sea), and what problems
‘tuk-tuk’ comes from the noise that the engines
he had (he fell out with his travelling companion Luke
make. However, quieter and greener electric tuk-tuks
Collyer, he ran out of money).
are starting to replace traditional ones.
To check answers, copy the table onto the board and ask
students to complete it.
3a Refer students back to the expressions in 2 a to help
them speculate about the photo. Tell students that the
photo was taken in Lesotho, a small country surrounded
by South Africa.
20 DELTA Publishing 2022 | www.deltapublishing.co.uk
© Ernst Klett Sprachen GmbH, Rotebuehlstraße 77, 70178 D-Stuttgart
In conversation B1 2nd edition | 978-3-12-501558-6Your notes
Possible answers:
________________________________________
Similar: Neither had much money on their trips; Both
met local people ________________________________________
Different: Stafford travelled with a companion, ________________________________________
Page travelled alone; Stafford only travelled in one
________________________________________
continent; Page travelled across different continents
________________________________________
________________________________________
4c To feed back, ask each group which question they
________________________________________
found most interesting, and why.
________________________________________
4d After you check answers, ask students to work in ________________________________________
pairs and tell each other examples of the expressions that
________________________________________
are true for them.
________________________________________
Answers: ________________________________________
1 hit it off
________________________________________
2 deal with
3 fall out ________________________________________
4 walk out on
________________________________________
5 keep someone company
6 get on ________________________________________
1 keep, company ________________________________________
2 (we) hit it off
________________________________________
3 got on
4 deal with ________________________________________
5 walked out
________________________________________
6 fell out
________________________________________
________________________________________
________________________________________
Fast finishers
Students imagine the conversation between Luke ________________________________________
Collyer and Ed Stafford on the day that Luke left. They
________________________________________
can write it out and then act it out in pairs.
________________________________________
________________________________________
Homework 9
________________________________________
After checking answers, ask students to cover
the endings of the sentences and see if they can ________________________________________
remember them.
________________________________________
________________________________________
Answers: 1 d, 2 f, 3 h, 4 a, 5 e, 6 b, 7 c, 8 g
________________________________________
________________________________________
________________________________________
________________________________________
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© Ernst Klett Sprachen GmbH, Rotebuehlstraße 77, 70178 D-Stuttgart
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