fpKectkea CUO UK PdF MU Brno INNA Tuiicouver Elementary Listening Edited by Judith Greet Teacher's reference key Time ‘A small clock on each page tells you approximately how long each activity should take. ) Level The number of stars on each page tails you the level of each activity Students with one-two years of English 8 Students with two-three years of English Listening tracks & There are two CDs. The top number relates to the CD; ‘the lower number to the track. 5 MSCHOLAS LoiWER ELEMENTARY LISTENING 11 Surprise Lunch have got ‘checking information; ticking yes # no: listen and draw 2 Christmas is Coming prepositions ‘cking information; completing gaps; drawing 16-47 3 The Babysitter feelings; times completing sentences: drawing: drawing times 18 4 The Maths Test ines ticking yes/no; identifying speakers 19 5 Will's Tah too choesing the correct picture 2021 6 Vicki's Pet ‘embedded questions ‘ordering pictures 22:23 ‘Travelling by Train ‘ravel completing sentences; ticking yes / no: veriting sentences in order Py B Lucky Socks must Fustn't ordering sentences; selecting sentences 25 9 Eating Out Pd tke 11 Hike identifying speakers; choosing correct sentences; identifying pictures 2627 10 Summer Holidays going to choosing correct pictures; matching pictures and sentences; ticking items in o lst 28:29 11. The Mystery Picture shapes / ice drawing a picture 30 12 american Festivals aciverbs of frequency matching 31 13 England vs America prefer listoning for adjectives 2 14 india comparatives and listening for numbers; ticking true oF fabe superiatives 33 15 What Shall We Do? suggestions and excuses choosing corract answers: completing sentences 34 46APhone Call from Jamaica —_ reflexive pronouns ticking the correct picture; completing sentences 35 17 Valentine's Day questions tags ing speakers gap filing 36-37 18 Guy Fawkes icining words reordering pictures; joining sentences 38:39 19 Holiday Plans first conditional matching: identifying speakers; gap filling 40-41 20 Global Warming uuniess listening for words; ticking true or false a 21 What's Your School Like? discussion ~ scheo! i complating a table a 22 Beverly Hills High School discussion recognising meaning of numbers: adding facts ‘American High School 4 23 Coral Reefs discussion — conservation checking facts 45 24 An Interesting Country discussion ~ countries matching sentences 45-47 25 A Typical English Person discussion ~ stereotypes completing a chart; recognising functions 48 26 Fox-hunting discussion.~for-hunting identifying speakers completing a word table 43TIMESAVER ELEMENTARY LISTENING 27 Your favourite Sport discus completing Information 50 28 The Band discussion ~ dilemmas 1 comprehension questions st 29 The End of Term discussion — dilemmas 2 identifying speakers ticking yes / no; comprehension questions; gap filing 52.53 30 Oliver Twist literature; adjectives; checking enswers; completing sentences; regular post simple pronunciation 5455 31 A Christmas Carot literature ticking yes no; completing sentences 56.57 32 Robin Hood literature; multiple choice descriptions of people; irregular past simple 50-59 33 The Hound of the Baskervilles literature: ‘ist question; ticking yes /no; asking questions completing a table 60-61 34 Romeo and Juliet literoture; joining words answering questions; erdering pictures, 62-63 35 Othello literature gist questions; gap filling 64.55 36 Treasure Island literature; chymming words multiple choice; pronunciation 66.57 Teacher's Notes and Answers a3 Recording Script 68-80 __ i Pde MU Brno Luasce Uke 4% ee 3Teacher's Notes Introduction Elementary Ustening contains 36 communicative worksheets based around listenings graded at elementary level, Each self-contained lesson includes pre-listaning, while listcning and post-istening tasks to ensure {ull exploitation and luncerstanging of each recording. Worksheets can be selected by structure, discursion topic cr literature ard will ck as a Useful supplement to any elementary coursebook. Answers are included in tha Teacher's Notes. 1 A Surprise Lunch (pages 14-15) Listening aims: Listening for gist ~ checking information; Listening for specific information ~ ticking yes/no ten and raw [New vocabutary: crisps, muffin, jealous, boring, rll, ham Pre-listening 1 lit whet food students can see inthe pictures Teach any new vocabulary or extend it by asking for examples fut and vegetables. Encourage them to create word wets for fruit and vegetables. Monitor asthe students Gscuss the questions. Al the questions ae in the past simple check that they are using the tone corel. This can ied to a genera discussion about eating healthily and giving advice to those who do nt eat sensibly 2 ct students preferences about the lunch boxes, Ask students whet they would ike ina lunch bes. You could ao discus if they think having a hinch box’ meal rather than a hot mesl is better. gening 3 Caplan thet Max and Robbie are discussing thet inch ‘owes inthis istening Students read through the statamens to mate sure they understand. Check answers. Play the ist pare ofthe recording tuvce. Answers: a} Yes b) No ¢) Yes d) No 2) No f} No 4 Got students to describe Mav's brother, Ase what they think the relationship between the brothers i lite ~ perhaps they argue quite abit. lit ideas from the students about Mavs brother’ plans. hey then listen to check Answer, He makes a spider and chocolate spread sancvich, 5 After students have drawn ther pictures they can compare thelr answers with a partner Each recording is repeated Answers: Max an apple, a chocolate bar, @ bottle of water anc a chesse sand, Jennie - a banana, some esp, some Coke, and a salad sandvich; Robbie - an epple, a yoghurt a cake and a sandaich, Postlistening 6 Go through the example with the stucents betore they play in pairs. Monitor and take a note of any prablers. ASK students who came up with the strangest sandwich, 2 Christmas is Coming (pages 16-17) Listening aims: Listening for specific information ~ ticking information; completing caps Naw vocabulary: tinsa\, decoration, cracker, angel, mini-dise player, wardrobe Pre-listening 1 Students match the pictures to find the words. Check. Elicit other words connacted to Christmas from the students. Encourage them to think about how to record their ‘vocabulary. In this case they could have a, page in their vocabulary books connected to Christmas. They could create sentences about themselves using the new words ‘Answers: a) angel b) present ¢) decoration a) tinsel el cracker #) turkey Listening 2 Ask students when they are given presents, Are they always 2 surprise? Do they try to find out what they are? Check students know all the prepositions, Play the recording, ‘rough once. Students check thelr answers with a partner Flay the recording again to check. Check answers. Answers: They looked in his parents bedroors, under the bed, Under the stat, behind the sofa and in the lounge, 3 Play the recording straight through and then play with pauses after each speaker to give students time to write Check answers, Answers: 1) doing 2) at 3) shirt )for Sb your 6) shirt 7 Playstation 8} fantastic 4 Play the recording through twice if necessary. Give students, time to daw the items in place. Check answers, ‘Answers: Students should dravy: CDVPlaystation an the wardrobe, Perfume in the crawers. Chocolates behind the wardrobe. Postlistening '5 Check students know how to play noughts and crates by hhaving a game with one af thern on the haa. In this game they will get their nought or cross if they give a correct sentence - you are the judge, Divide the dass into two tears. if you have a lorge group, you can divide them imo small groups of four to play each other, 3 The Babysitter (page 18) Listening aims: Listening for specific information ~ completing sentences, drawing, drawing times. ‘New vocabulary: babysit, packet money, bedtime, frightened, bored, spider, sieepy Preslistening 1 Ask a few questions to find out what frightens students, ‘Check they understand the vocabulary before doing the ‘exercte. Then read through the examples, nating the plural and singular verbs, and give students time to write or practise their sentences. Elicit examples from the students Ustening 2 Ask sturonts if they ever go babysitting, Do they like doing ic? Whynwmy not? Have they ever had any problems when babysitting? Give them time to read through the sentences before listening, Play the recording twice. Chack answers. Answers: 0) £20.00 b} money «) he wants ©) mobile phone «@) orange juice; chocolate har #] a game; reads q}9.30, hy) asleepssleeping 3 Explain vehat the students have to do and play the recording. Let them compore drawings, You can then ask different students te draw them on the board to check the answers,