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list of questions about each course.
Words:
Words
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Do as per instructions in book.
Before You Listen:
Before You Listen
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Do as per instructions in book.
EXTENSION: Have the students make a question for each point.
Let s Listen!:
Let s Listen!
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Do as per instructions in book. Have the students check with a partner before going over
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the answers with the class.
Listen Again:
Listen Again
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Do as per instructions in book. Have the students check with a partner before going over
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the answers with the class.
Listening Clinic One:
Listening Clinic One: Intonation in Questions
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Before doing this exercise, read the introductory notes on pages 4 and 5.
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Teacher s Notes for Top-Up Listening 2 36
Unit 11 : I m interested in taking a course (cont d.)
Have students read the example. If you prefer you may want to put it up on the board
and do a formal presentation. Play the example and again highlight how intonation
works in questions. Contrary to popular teaching who questions do not as a rule always
have falling intonation while yes/no questions have rising. The difference is in the
expected answer. Tell students to read through the dialogue. Do not set a formal task as
such. Play the recording. Students do task as in book. Have students check their answers
in pairs and then play the recording again if you want to. Write the dialogue up on the
board, (or if you have time, prepare an OHT) and elicit students' answers. Do this as a
whole-class activity. When students are satisfied that all the intonation is correctly
marked on the board, you may want to give them a final confirmation listening. Students
usually appreciate this.
Practice!
Practice!:
Do as per instructions in book. For lower level classes you might want to give some time
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to prepare a few questions needed for the role play.
Now Listen Back
Now Listen Back:
Do as per instructions in book. Have students check their answers with a partner. After
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this listening, you may want students to read through the script for the recordings (pages
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96/97/98).
Listening Clinic Two: Intonation in Questions
Listening Clinic Two:
NB: Before starting this exercise, you may want to have students refer back to Listening
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Clinic One just to remind them of the point they are working on. With weaker classes,
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you may wish to play Listening Clinic One again. The normal pattern in Top-Up
Listening is for the second listening clinic to be a predict and check activity. However
with intonation, out of context this is clearly impossible. Have students listen to the
sentences and mark the intonation. Depending on the level of the class, you may wish to
(for weaker groups) pause after each sentence and have students check their answers
with a partner or (for stronger groups) go straight through from one to six without
stopping. Write the six sentences on the board (or if you have time, prepare an OHT),
and have the class decide on the answers as a whole group. When everyone is satisfied
that the intonation is correctly marked on the board, play the recording one more time to
give students a confirmation listening. Students usually appreciate this.
Try It Out!
Try It Out!:
This is a role play using an information gap, (on pages 97 and 99). For lower level
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students you might want to go over the role play they did in Practice! and some of the
questions generated during the Before You Listen and the questions in Let s Listen!.
In Your Own Time
In Your Own Time
Remind students about the word list at the back of the book. You could assign this for
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homework if you wish. Encourage the students to go over the unit again at home
using their CD and with reference to the scripts.
Teacher s Notes for Top-Up Listening 2 37
Unit 12 What time do we arrive?
Unit Theme Listening Tasks LIstening Clinics
Making travel arrangements Students listen to three Lost Sounds + Strong and
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